Technology Integration

Affects Student Motivation and Engagement

in Reading and Math

Peggy ChoiCalifornia State University, Fullerton

Research Procedures

A full text articles search first through Google Scholar using key words such as: quantitative empirical technology elementary student motivation engagement math reading. This searched yielded many articles. Articles were then chosen based on relevant information regarding technology integration and motivation for elementary school math and reading achievement.

When articles required payment from Google Scholar, the exact title of the article was searched using the Eric database. Almost all of the articles were free to download from the Eric database. A similar search was used with Wiley Online Database to yield other relevant articles.

Carr, Jennie M. (2012). Does math achievement h’APP’en when iPads and game-based learning are incorporated into 5th grade mathematics instruction?

 Journal of Information Technology Education: Research, 11(1), 269 - 286.

The purpose of this study was to examine the impact of the iPad’s use as a 1:1 computing device on 5th grade students’ mathematics achievement in two rural Virginia elementary schools. The authors administered the Scott Foresman-Addison Wesley (SFAW) 5th grade mathematics Virginia standards of learning (SOL) aligned assessment pretest and posttest, a 50-question multiple-choice cumulative test specifically designed to resemble the Virginia SOL mathematics assessment. Comparing the experimental group with the control group, the experimental group was identified as only 0.07% better than the control group. Based on the design of the study and the reported data, experiences with iPads were not meaningful enough to significantly influence students’ mathematics achievement. This finding indicates that instruction with the supplemental use of the iPad was not an effective intervention for 5th grade students’ mathematics achievement. These findings were not shown as influential on student achievement. Duration of the study could be one explanation for the limited impact, which was based only on 40 instructional days of teaching. This article identified mathematic achievement with the iPad as not having a significant impact on learning. This study differs from others in that it focuses on achievement rather than on motivation and engagement.

Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55, 427-

443. doi: 10.1016/j.compedu.2010.02.007.

This study examined the effects of a computer game on students' mathematics achievement and motivation, and the role of prior mathematics knowledge, computer skill, and English language skill on their achievement and motivation as they played the game. A total of 193 Algebra and Pre-Algebra students and 10 teachers from an urban high school in the southeast of the United States were participated in the study. Data were collected through quantitative instruments of motivation surveys and school district-wide benchmark exams. A series of interviews with students and teachers were also conducted. Results of the study show that students who played the games in both classes and computer lab had significantly higher mathematical scores than the students who played the games only in the school lab or did not play the games. In addition, the authors’ interviews show that both teachers and students believed that mathematics games had positive effects on students' mathematics achievement and mathematics class motivation. Students who played the mathematics computer games scored significantly higher on the district-wide math benchmark exam than students who did not play the games. It is notable that both control and treatment groups gained score from the pretest to posttest on the district benchmark exams after attending the school for 18 weeks. However, the treatment group who played the games, reported greater gain. This study showed that technology integration, through educational games, can be use to motivate students for mathematical achievement.

McKenna, Corey. (2012). There’s an app for that: How two elementary classrooms used iPads to enhance student learning and achievement. Education, 2(5), 136-142. doi:10.5923/j.edu.20120205.05.

The purpose of this study was to research how two elementary school classrooms used iPads to enhance student learning and achievement. This 3-month study included 38 students from a 1st and 2nd/3rd grade classroom. Each classroom contained a classroom set of iPads used during English language arts and mathematics lessons. The control group and an experimental group were given both iPad and non-iPad lessons. Quantitative data was then collected for both groups and analyzed based on student work using pre- and post-tests to determine existing ability and comprehension and understanding of the reading and math concepts. Formal and informal interviews and surveys were also used. Both teachers and researcher noticed that students were engaged more often during the use of iPad lessons than when they were not being used. Throughout the entire class activities, the students were fully engaged and did not even stray to other iPad applications. Results showed that student engagement, reading fluency, and understanding of mathematic concepts improved. However, the author’s learned that synchronizing content, having money to purchase apps, or charging a set of iPads were constant issues. This study showed that integrating technology 1:1 with iPads, when used with young learners, can improve student engagement for mathematics and reading achievement.

Seyit, E.I. (2011). The Impact of Interactive Storybook on Elementary School Students’ Recall. US-China Education Review A, 1, 140-146.

This study investigated the effectiveness of animated interactive storybook on elementary school students’ recall. 77 4 th grade students in three groups participated in this study. Each student was randomly assigned with one of the three conditions: (1) computer presentation of interactive storybooks with animation; (2) computer presentation of storybooks without animation; and (3) traditional print storybooks. Students’ recall was measured by using multiple-choice test. The results of statistical analysis indicated that there were significant differences in the students’ recall scores. The students who read the computer presentation of storybooks with animation showed significantly higher recall scores than those who read the computer presentation of storybooks without animation and the traditional print version of storybooks. A possible explanation of higher reading recall scores for interactive storybooks with animation group lies in the interactivity that storybooks allow. The rich visual support and animation in the interactive storybooks used in this study may be a reason that influenced the amount of reading recall. There were some concerns about interactive texts that could distract the attention of students, they could also cause cognitive overload and damage reading recall of these readers. This article showed the importance of animation in learning. When compared to still images (without animation or print based), literature with animation builds a better foundation for learning. With moving images, it seems to trigger childrens’ thinking process for information recall.

López, O. (2010). The Digital Learning Classroom: Improving English Language Learners’ academic success in mathematics and reading using interactive whiteboard technology. Computers & Education, 54, 901–915.

The purpose of the study was to determine the extent Interactive White Board technology could foster performance parity in academic achievement between English Language Learners (ELL) and regular students in 3rd and 5th grade mathematics and reading. The second purpose was to determine whether the extent to which the Digital Learning Classroom (DLC) could increase ELL students’ academic learning relative to that of ELL students in traditional classrooms (i.e., without IWBs). The participants included 213 students in the 3 rd grade and 151 students in the 5th grade. Using a quasi-experimental design, the results strongly indicate that IWBs can foster performance parity between ELL and regular students while increasing ELL student achievement. The evidence strongly suggests that the Digital Learning Classroom increased student achievement for ELL students compared to ELL students in traditional classrooms. The Digital Learning Classroom contributed to increasing ELL student achievement relative to that of ELL students in traditional classrooms in 3rd grade mathematics and for 5th grade mathematics and reading. There is a plausible explanation for these conflicting results in 3rd grade reading. The 3rd grade ELL students in Digital Learning Classrooms did have a lower TAKS Met pass rate compared to ELL students in traditional classrooms. Thus, one can conclude based on the TAKS pass rate comparison that the Digital Learning Classroom contributed to increasing ELL student achievement in 3rd grade mathematics and in 5th grade mathematics and reading. Lopez found that teachers who incorporate engaging and interactive activities with IWB, students resulted greater academic achievement in both reading and math. This study did not evaluate motivation as a factor in learning and used quantitative research over qualitative research.

Ciampa, K., (2014). Learning in a mobile age: An investigation of student motivation. Journal of Computer Assisted Learning, 30, 82–96. doi: 10.1111/jcal.12036

The purpose of this single-case study was to explore the lived experiences of a grade 6 teacher and students who used tablets as part of their classroom instruction. Malone and Lepper’s taxonomy of intrinsic motivations for learning is used as a framework for examining whether and how this particular theory of motivation applies equally well for mobile learning. This 5-month study included 10 participants in the 5 th and 6th grade. This qualitative case study was collective, descriptive, and holistic. Malone and Lepper (1987) taxonomy of intrinsic motivation for learning are challenge; control; sensory and cognitive curiosity; competition, cooperation and recognition. Students felt using technology with learning challenged them more, gave them more control of their learning, and provided support with their curiosity. Using technology was valuable for working collaboratively, provided optimal challenge and ongoing feedback, and showcasing student strengths. One limitation to this study is its novelty factor. There is limited research and need empirical studies. Ciampa (2014) found that using tablets in the classroom make learning stimulating and help students stay engaged while increasing student participation and their intrinsic motivation.

Supporting Articles

• Kebritchi et al. (2010), McKenna (2012), Seyit (2011), López (2010), & Ciampa (2014) support technology integration in motivating and engaging students in reading and mathematics.

• Kebritchi et al. (2010) findings showed that students who played mathematical games in both classes and computer lab had significantly higher scores than the students who played the games only in the school lab or did not play the games.

• McKenna (2012) found that student engagement, reading fluency, and understanding of mathematic concepts improved with 1:1 iPads in the classroom.

• Seyit (2011) found that when compared to still images (without animation or print based), literature with animation builds a better foundation for learning.

• Lopez (2010) found that teachers who incorporated engaging and interactive activities with interactive white boards had greater academic achievement in both reading and math.

• Ciampa (2014) found that when children engage with technology for learning, they are more motivated to learn.

Unique Contributions to the Topic

• Kebritchi et al. (2010) focused on student achievement from mathematical computer games.

• McKenna (2012) focused on achievement from 1:1 iPads in the classroom.

• Seyit (2011) focused on achievement with interactive storybooks.

• Lopez (2010) focused on achievement with interactive white boards.

• Ciampa (2014) found that when children engage with technology for learning, they are more motivated to learn.

ThemesMath Achievement with TechnologyCarr, Jennie M. (2012). Does math achievement h’APP’en when iPads and game-based learning are incorporated into

5th grade mathematics instruction?  Journal of Information Technology Education: Research, 11(1), 269 –

286.

Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55, 427-443.

doi:10.1016/j.compedu.2010.02.007.

English Achievement with TechnologyLópez, O. (2010). The Digital Learning Classroom: Improving English Language Learners’ academic success in

mathematics and reading using interactive whiteboard technology. Computers & Education, 54, 901–915.

Seyit, E.I. (2011). The impact of interactive storybook on elementary school students’ recall. US-China Education Review A, 1, 140-146.

Motivation and Engagement with TechnologyCiampa, K., (2014). Learning in a mobile age: An investigation of student motivation. Journal of Computer Assisted

Learning, 30, 82–96. doi: 10.1111/jcal.12036.

McKenna, Corey. (2012). There’s an app for that: How two elementary classrooms used iPads to enhance student learning and achievement. Education, 2(5), 136-142. doi:10.5923/j.edu.20120205.05.

Motivation and Engagement with Technology

Integrating technology enriches learning experiences in many ways. Ciampa (2014) found that using tablets in the classroom makes learning stimulating and helps students stay engaged while increasing student participation and intrinsic motivation. This is a similar finding to McKenna (2012) who reported that both teachers and researcher noticed that students were engaged more often during the use of iPad lessons than when they were not being used. Throughout the entire class activities, students were fully engaged and did not stray to other iPad applications. In addition to the increase in student engagement, both Ciampa (2014) and McKenna (2012) found a positive correlation to an increase in academic achievement from reading fluency and understanding mathematical concepts.