A Critical Literature Review of Perceptions of Tablets for Learning in Primary and Secondary Schools
There is growing interest in the use of tablets in classrooms, and educational policies from different countries promote their integration. Previous literature reviews were conducted on the effects of the use of tablets in learning. There is, however, a strong need to understand how students perceive the use of tablets for learning as these perceptions determine the adoption, use and, thereby, the value of tablets for learning. Thus, the purpose of this article is to systematically review the existing literature on students’ perceptions toward the use of tablets in primary and secondary schools. The literature search selected 41 relevant qualitative and quantitative studies meeting our inclusion criteria. Their results and methodological aspects were analyzed and discussed. Overall, the results showed that students have rather good perceptions of the use of tablets, though some limitations were highlighted, particularly in the qualitative studies. Moreover, this review highlighted the complementarity of quantitative and qualitative methods. Finally, educational implications and recommendations for further research were discussed.
KeywordsAcceptance Critical review Learning Perceptions Primary and secondary school Tablet
This study was supported by the research project LETACOP founded by the ANR (National Research Agency) – ANR-14-CE24-0032.
- Amadieu, F., Pecoste, C., Mariné, C., van de Leemput, C., & Lescarret, C. (2016). Effects of studying tasks compatibility with tablets on their acceptance: how experienced tasks with tablets can modify perceptions of tablets.. In F. M. Mendes Neto, R. de Souza, & A. S. Gomes (Eds.), Handbook of research on 3-D virtual environments and hypermedia for ubiquitous learning (pp. 338–361). IGI Global. https://doi.org/10.4018/978-1-5225-0125-1.ch014.
- Barron, K. E., & Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., pp. 503–509). Oxford: Elsevier Ltd.. https://doi.org/10.1016/B978-0-08-097086-8.26099-6.Google Scholar
- Cacciamani, S., Villani, D., Bonanomi, A., Carissoli, C., Olivari, M. G., Morganti, L., Riva, G., & Confalonieri, E. (2018). Factors affecting students’ acceptance of tablet PCs: a study in Italian high schools. Journal of Research on Technology in Education, 50(2), 120–133. https://doi.org/10.1080/15391523.2017.1409672.Google Scholar
- Clarke, L., & Abbott, L. (2016). Young pupils’, their teacher’s and classroom assistants’ experiences of iPads in a Northern Ireland school: “four and five years old, who would have thought they could do that?”. British Journal of Educational Technology, 47(6), 1051–1064. https://doi.org/10.1111/bjet.12266.Google Scholar
- Clarke, B., & Svanaes, S. (2014). An updated literature review on the use of tablets in education. Family Kids & Youth. Retrieved from http://www.tabletsforschools.org.uk/wp-content/uploads/2014/04/T4S-Literature-Review-9-4-14.pdf
- Courtois, C., Montrieux, H., De Grove, F., Raes, A., De Marez, L., & Schellens, T. (2014). Student acceptance of tablet devices in secondary education: a three-wave longitudinal cross-lagged case study. Computers in Human Behavior, 35, 278–286. https://doi.org/10.1016/j.chb.2014.03.017.Google Scholar
- Dündar, H., & Akçayir, M. (2012). Tablet vs. paper: the effect on learners’ reading performance. International Electronic Journal of Elementary Education, 4(3), 441–450 Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/188.Google Scholar
- Eccles, J. (1983). Expectancies, values and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: psychological and sociological approaches (pp. 75–146). San Francisco, CA: W.H. Freeman.Google Scholar
- Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behaviour: an introduction to theory and research. Reading. MA: Addison-Wesley.Google Scholar
- Golub, E. (2004). Handwritten slides on a tabletPC in a discrete mathematics course. In Proceedings of the 35th SIGCSE technical symposium on Computer science education - SIGCSE ‘04 (p. 51). New York, USA: ACM Press. https://doi.org/10.1145/971300.971322.
- Horzum, M. B., Öztürk, E., Bektaş, M., Güngören, Ö. C., & Cakir, Ö. (2014). Secondary school students tablet computer acceptance and readiness: a structural equation modelling. Eğitim ve Bilim, 39(176), 81–94. https://doi.org/10.15390/EB.2014.3500.
- Huang, Y. M., Shadiev, R., Sun, A., Hwang, W. Y., & Liu, T. Y. (2017). A study of the cognitive diffusion model: facilitating students’ high level cognitive processes with authentic support. Educational Technology Research and Development, 65(3), 505–531. https://doi.org/10.1007/s11423-016-9475-0.Google Scholar
- Hwang, W.-Y., Shadiev, R., Tseng, C.-W., & Huang, Y.-M. (2015). Exploring effects of multi-touch tabletop on collaborative fraction learning and the relationship of learning behavior and interaction with learning achievement. Journal of Educational Technology & Society, 18(4), 459–473 Retrieved from https://www.j-ets.net/ETS/journals/18_4/35.pdf.Google Scholar
- Hyppa-Martin, J., Collins, D., Chen, M., Amundson, C., Timinski, K., & Mizuko, M. (2016). Comparing first graders’ attitudes and preferences toward a peer using an iPad®-based speech-generating device and a non-electronic AAC system. AAC: Augmentative and Alternative Communication, 32(2), 94–104. https://doi.org/10.3109/07434618.2016.1146332.Google Scholar
- Keane, T., Lang, C., & Pilgrim, C. (2013). Pedagogy! iPadology! Netbookology! Learning with mobile devices. Australian Educational Computing, 27(2), 29–33 Retrieved from http://acce.edu.au/sites/acce.edu.au/files/pj/journal/27_2Pedagogy_iPadology_Netbookology_p29.pdf.Google Scholar
- Maio, G. R., Haddock, G., & Verplanken, B. (2018). The psychology of attitudes and attitude change. London, England: Sage.Google Scholar
- Montrieux, H., Courtois, C., De Grove, F., Raes, A., Schellens, T., & De Marez, L. (2014). Mobile learning in secondary education: teachers’ and students’ perceptions and acceptance of tablet computers. International Journal of Mobile and Blended Learning, 6(2), 26–40. https://doi.org/10.4018/ijmbl.2014040103.Google Scholar
- Ozdamli, F., & Tavukcu, T. (2016). Determination of secondary school students’ attitudes towards tablet PC supported education. Journal of Universal Computer Science, 22(1), 4–15.Google Scholar
- Pamuk, S., Ergun, M., Çakir, R., Yilmaz, H. B., & Ayas, C. (2013). The use of tablet PC and interactive board from the perspectives of teachers and students: evaluation of the Fati̇h project. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1815–1822. https://doi.org/10.12738/estp.2013.3.1734.Google Scholar
- Prince, J. (2017). English language learners in a digital classroom. CATESOL Journal, 29(1), 51–73 Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1144336.Google Scholar
- Reja, U., Manfreda, K. L., Hlebec, V., & Vehovar, V. (2003). Open-ended vs. close-ended questions in web questionnaires. In A. Ferligoj & A. Mrvar (Eds.), Developments in applied statistics (pp. 159–177). Ljubljana: Fakulteta za družbene vede.Google Scholar
- Sharples, M., Sánchez, I. A., Milrad, M., & Vavoula, G. (2009). Mobile learning: small devices, big issues. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning (pp. 233–249). Dordrecht: Springer.Google Scholar
- Tay, H. Y. (2016). Longitudinal study on impact of iPad use on teaching and learning. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2015.1127308.
- Trudel, L., Simard, C., & Vonarx, N. (2007). La recherche qualitative est-elle nécessairement inductive? Recherches Qualitatives, Hors Série(5), 26–37. Retrieved from http://www.recherche-qualitative.qc.ca/documents/files/revue/hors_serie/hors_serie_v5/anadon.pdf
- van Deursen, A. J. A. M., Ben Allouch, S., & Ruijter, L. P. (2016). Tablet use in primary education: adoption hurdles and attitude determinants. Education and Information Technologies, 21(5), 971–990. https://doi.org/10.1007/s10639-014-9363-3.
- Villani, D., Morganti, L., Carissoli, C., Gatti, E., Bonanomi, A., Cacciamani, S., Confalonieri, E., & Riva, G. (2018). Students’ acceptance of tablet PCs in Italian high schools: profiles and differences. British Journal of Educational Technology, 49(3), 533–544. https://doi.org/10.1111/bjet.12591.Google Scholar