BYOD vs pool: Effects on competence development and cognitive load

Maurice Krause (1) , Gilbert Greefrath (1) , Cornelia Denz (1) , Susanne Heinicke (1) , Stefan Heusler (1) , Robin Janzik (1) , Bianca Kramp (1) , Fabienne E Kremer (1) , Daniel Laumann (1) , Barbara Leibrock (1) , Annette Marohn (1) , Dörthe Masemann (1) , Felix Reer (1) , Elmar Souvignier (1) , Thorsten Quandt (1) , Malte Ubben (1)

1 WWU - Westfälische Wilhelms-Universität Münster = University of Münster

In this article, we investigated differences in the effects of student-owned smartphones (BYOD) and provided smartphones (pool) on mathematics modeling competence development and cognitive load. Therefore, we conducted an intervention study, used a Rasch model and applied a mixed model ANOVA to investigate the competence development (n = 176) as well as a Mann-Whitney U test to investigate the cognitive load (n = 186). We showed that there is no significant difference between the two treatment groups in terms of their competence development (p = .876). For cognitive load, we showed for one task that learners in the BYOD group were significantly less cognitively loaded than learners in the pool group (p = .047) and no significant differences for four other tasks (.08 ≤ p ≤ .579).

Mots clés: Handheld devices; technology planning; influence of technology

Domaines: Mathématiques [math]

Maurice Krause, Gilbert Greefrath, Cornelia Denz, Susanne Heinicke, Stefan Heusler, et al.. BYOD vs pool: Effects on competence development and cognitive load. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03748413⟩