The Impact of Screen-Free Zones in an Undergraduate Psychology Classroom: Assessing Exam Performance and Instructor Evaluations in Two Quasi-Experiments

Autor/inn/en	Rhinehart, Laura; Vazquez, Salvador R.; Greenfield, Patricia M.
Titel	The Impact of Screen-Free Zones in an Undergraduate Psychology Classroom: Assessing Exam Performance and Instructor Evaluations in Two Quasi-Experiments
Quelle	In: Teaching of Psychology, 49 (2022) 4, S.323-328 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vazquez, Salvador R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211017443
Schlagwörter	Undergraduate Students; Psychology; Student Evaluation; Teacher Evaluation; Technology Uses in Education; Academic Achievement; Learner Engagement; Teaching Methods + Suchen Sie Ihr Suchwort? Psychologie; Schulnote; Studentische Bewertung; Teacher appraisal; Lehrerbeurteilung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Background: With in-person instruction, many undergraduates look at screens during lectures. Because screens can distract, attempts to curb this behavior through screen policies are increasingly common but understudied. Objective and Method: Two quasi-experimental studies (Study 1: N = 412; Study 2: N = 179) in the same Psychology class explore results of restricting screens to one area of the classroom on exam performance and instructor/course evaluation. Results: In both studies, these policies improved exam scores in the class. In Study 2, students who chose to sit in the screen-free zone did better on exams. Limiting screen use to the back of the classroom (Study 1) produced student pushback in qualitative comments and lower evaluations in quantitative instructor and course ratings. In contrast, placing screen and screen-free zones side-by-side (Study 2) was accepted without comment by students. Conclusion: Together, these studies suggest that creating screen-free zones in classrooms can be beneficial for students, especially for those students who choose to sit in the screen-free section. Additionally, students accept side-by-side division of a classroom into screen and screen-free zones. Teaching Implications: Because these studies are ecologically valid, results have implications for how students take notes and how instructors set restrictions on screens in their classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01