For the past 15 years, educators have debated, exhaustively, the perils of laptops in the lecture hall. Professors complain that laptops are distraction machines; defenders say that boring classes are to blame — students have always doodled or daydreamed, so what’s the difference that they’re browsing Facebook instead?
The remarkable thing about all the fuss is that, until now, there hasn’t been really great data on how classroom computing affects learning. There have been some small-scale, short-term experiments. A 2003 study found that laptops make it harder for students to remember what they had just learned in lecture. A2014 study showed that students are less likely to understand complex ideas when they are forced to take notes by computer instead of by hand. But these were all contrived situations involving immediate recall. It’s less clear how laptop use affects students over the course of a semester.
Now there is an answer, thanks to a big, new experiment from economists at West Point, who randomly banned computers from some sections of a popular economics course this past year at the military academy. One-third of the sections could use laptops or tablets to take notes during lecture; one-third could use tablets, but only to look at class materials; and one-third were prohibited from using any technology.
Unsurprisingly, the students who were allowed to use laptops — and 80 percent of them did — scored worse on the final exam. What’s interesting is that the smartest students seemed to be harmed the most.
Among students with high ACT scores, those in the laptop-friendly sections performed significantly worse than their counterparts in the no-technology sections. In contrast, there wasn’t much of a difference between students with low ACT scores — those who were allowed to use laptops did just as well as those who couldn’t. (The same pattern held true when researchers looked at students with high and low GPAs.)
This article continues at [Washington Post] Why smart kids shouldn’t use laptops in class