Introduction
In the articles “A Happy and Engaged Class Without Cell Phones? It’s Easier Than You Think” by Louise Katz and Warren Lambert and “Students’ Use of Information and Communication Technologies in the Classroom: Uses, restriction, and Integration” by Zahra Vahedi, Lesley Zannella, and Stephen C. Want, the overarching theme is the impact of information and communication technologies (ICTs) in the classroom. This literature review will compare the research methods and findings and offer a comparative analysis and conclusion between the two selected research articles.
Methods
The methodology of the chosen articles is as follows: Katz and Lambert (2016) employed observation and analysis as their research methods, had a sample size of 104 participants, which were undergraduate students, whose demographic information was collected, and analyzed the data using statistical methods (p. 342). Vahedi et al. (2021) used a survey as the primary research method, which 287 undergraduate students took, whose personal data was not acquired, and analyzed the data through statistical methods (pp. 220-221).
Findings
The findings of Katz and Lambert (2016) indicate a positive and statistically significant correlation between the amount of participation in a cell phone activity and students’ test scores (p. 342). Higher participation is associated with better scoring. Vahedi et al. (2021) show that most students bring laptops or smartphones to class and engage in non-academic activities such as checking email and browsing social media (p. 222). Students reported using ICTs to access information related to the lecture, engage with the instructor, and take mental breaks.
Comparative Analysis
The two articles’ findings have some overlapping results. Both acknowledge the potential negative and positive effects of ICT use in the classroom and mention the need for further research and consideration of policies regarding ICT use in the classroom. Regarding differences, Katz and Lambert focus specifically on cell phones and their impact on test scores. Vahedi et al. explore students’ use of a range of ICTs and their perceptions of the advantages and disadvantages of this use.
Conclusions
Katz and Lambert’s research suggests that higher participation is linked to better performance. Vahedi et al.’s research suggests that students commonly bring ICTs to class and are occupied with non-academic activities.
References
Katz, L., & Lambert, W. (2016). A happy and engaged class without cell phones? It’s easier than you think. Teaching of Psychology, 43(4), 340-345.
Vahedi, Z., Zannella, L., & Want, S. C. (2021). Students’ use of information and communication technologies in the classroom: Uses, restriction, and integration. Active Learning in Higher Education, 22(3), 215-228.
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