[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-582379-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-582379-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","use-of-laptops-in-the-classroom-research-and-best-practices","USE OF LAPTOPS IN THE CLASSROOM - RESEARCH AND BEST PRACTICES","","Campus adoption of laptops and other mobile devices is accelerating, prompting debate over classroom distraction versus potential learning benefits. This occasional-paper reports results from a CRLT study at U-M examining student perceptions of how in-class laptop use affects attentiveness, engagement, and learning. It analyzes survey responses from courses using LectureTools compared with matched control classes, then summarizes patterns that inform practical guidelines for effective laptop integration.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/use-of-laptops-in-the-classroom-research-and-best-practices/582379/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/use-of-laptops-in-the-classroom-research-and-best-practices/582379.png","ImageObject",300,407,{"name":42,"@type":43},"Margaret","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why are laptops increasingly used in classrooms, and what concerns exist?","Question",{"text":63,"@type":64},"Laptops and other mobile devices are appearing in greater numbers, and many faculty view them as opportunities for more innovative teaching and higher engagement. Others worry about distractions that mobile devices may introduce during class.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What was the CRLT study investigating?",{"text":68,"@type":64},"The study examined student perceptions of how laptops affect attentiveness, engagement, and learning, and it compared courses using laptops with specific integration strategies against matched control courses without those strategies.",{"name":70,"@type":61,"acceptedAnswer":71},"How did LectureTools classes compare with the control group?",{"text":72,"@type":64},"Overall, students in LectureTools courses reported higher levels of attentiveness, engagement, and learning than students in the control group. The largest difference appeared in engagement, where a higher share of LectureTools students strongly agreed or agreed that laptops increased engagement.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},582379,1792230298,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","USE OF LAPTOPS IN THE CLASSROOM: RESEARCH AND BEST PRACTICES  \nErping Zhu  \nMatthew Kaplan  \nR. Charles Dershimer  \nInger Bergom  \nIntroduction  \nAcross campus, laptops and other mobile devices, such as iPadsand smartphones, are appearing in greater numbers in the classroom. In a CTools survey of 1,415 U-M students conducted in Winter 2010, over 50% of respondents reported bringing their laptops to class at least once per week (USE Lab, Digital Media Commons, 2010) . Many faculty see this trend as an opportunity for more innovative teaching, and they are exploring ways to leverage this technology to increase student engagement during lecture. However, other faculty worry about potential distractions that mobile devices could introduce into their classrooms. In this Occasional Paper, we present the results of a CRLT research study that examined student perceptions of how laptops affect attentiveness, engagement, and learning, and we suggest guidelines for using laptopsand other mobile devices effectively in the classroom. As we discuss below, laptops can be an effective tool for promoting student learning if faculty plan carefully for how and when they will ask students to use their laptops, rather than simply allowing students to bring them to class.  \nCRLT Study of In-Class Laptop Use at U-M  \nWhile research on the effects of laptop usage on student learning and engagement is limited, there is some evidence for both positive and negative impacts. On the positive side, when students can pose questions via their laptops, the number of questions is higher than in traditional classes (Anderson et al., 2003; Caron & Gely, 2004; Samson, 2010) . Studies that correlate final grades with student use of laptops have been mixed, with some finding that students with laptops received slightly higher grades (Wurst, Smarkola, & Gaffney, 2008), and others finding a negative correlation between the use of laptops and grades (Grace-Martin & Gay, 2001; Fried, 2008) . On the negative side, students have reported that laptops, both their own (Barak, Lipson, & Lerman, 2006; Maxwell,  \nErping Zhu is an Assistant Director at the Center for Research on Learning and Teaching. She has a Ph.D. in Instructional Systems Technology. Matthew Kaplan is the Managing Director of CRLT. He has a Ph.D. in Comparative Literature. Charles Dershimer is the U-M Director of the W. K. Kellogg Foundation’s Woodrow Wilson Michigan Teaching Fellowships, a Clinical Assistant Professor, and Chair of Secondary Teacher Education at U-M’s School of Education. He was an Assistant Director at CRLT in 2009 and 2010. Inger Bergom is a Ph.D. student in the Center for the Study of Higher and Postsecondary Education at U-M. She served as a CRLT research assistant between 2008 and 2010.  \nCRLT Occasional  \nPs  \nCenter for Research  \non Lear Univer  \nNo. 30  \n2007) and those of their classmates (Fried, 2008; Mazzie, 2008), are a distraction. It is important to note that studies showing a positive association between laptop usage and student learning or grades involved courses in which the integration of technology had received significant attention from faculty.  \nTo investigate the views of U-M students and faculty about this issue and the possible impact laptops may have on learning and teaching, CRLT conducted a study of student perceptions of how laptops affect their attentiveness, engagement, and learning. We surveyed undergraduate and graduate students from sixteen courses that allowed laptops in the classroom. In eight of the classrooms, the faculty planned to have students use LectureTools on their laptops. Developed by U-M engineering professor Perry Samson, LectureTools is an interactive suite of web-based tools designed to allow questioning practices in lecture that actively engage students and go beyond the multiple choice format typically supported by classroom response systems (clickers) . Additional functions include the ability for students to take notes and make drawin","cbCaievMQKB8l4Vh","https://ap.wps.com/l/cbCaievMQKB8l4Vh","pdf",471407,"English","# Introduction\n## CRLT Study of In-Class Laptop Use at U-M\n## Student Perceptions of Attentiveness, Engagement, and Learning","[{\"question\":\"Why are laptops increasingly used in classrooms, and what concerns exist?\",\"answer\":\"Laptops and other mobile devices are appearing in greater numbers, and many faculty view them as opportunities for more innovative teaching and higher engagement. Others worry about distractions that mobile devices may introduce during class.\"},{\"question\":\"What was the CRLT study investigating?\",\"answer\":\"The study examined student perceptions of how laptops affect attentiveness, engagement, and learning, and it compared courses using laptops with specific integration strategies against matched control courses without those strategies.\"},{\"question\":\"How did LectureTools classes compare with the control group?\",\"answer\":\"Overall, students in LectureTools courses reported higher levels of attentiveness, engagement, and learning than students in the control group. The largest difference appeared in engagement, where a higher share of LectureTools students strongly agreed or agreed that laptops increased engagement.\"}]","USE OF LAPTOPS IN THE CLASSROOM - RESEARCH AND BEST PRACTICES | PDF",1792043164,15]