Engaging Students with PocketLab Interactive Mobile Technology in a Science Classroom: A Mixed Methods Study

Authors

Olha Ketsman, Northern Illinois UniversityFollow
Juan A. Colon Santana, Aurora UniversityFollow

Keywords

interactive mobile technology, science, student experiences, student perspectives, attitudinal survey, mixed methods

Abstract

This mixed methods study explored the impact of PocketLab interactive mobile sensors on science content knowledge among undergraduate students in an algebra-based physics laboratory course. The study also examined students' perspectives and experiences using PocketLab to learn class concepts. While no statistically significant differences were found between the control and treatment groups for items evaluating definitions and conceptual mastery, the control group outperformed the treatment group on problem-solving items. This difference may be due to the alignment of traditional Vernier technology experiments with the analytical problem-solving approach emphasized in lectures. Despite this, students using PocketLab reported greater flexibility and stronger connections to real-world applications. Qualitative analysis further explained these results and provided insights into students' experiences. The study concluded that while Vernier technology may be better suited for problem-solving, PocketLab enhances engagement, understanding, and the overall learning experience by facilitating real-world connections.

Recommended Citation

Ketsman, Olha and Colon Santana, Juan A. (2024) "Engaging Students with PocketLab Interactive Mobile Technology in a Science Classroom: A Mixed Methods Study," Mid-Western Educational Researcher: Vol. 36: Iss. 1, Article 8.
Available at: https://scholarworks.bgsu.edu/mwer/vol36/iss1/8