Motivation and engagement in inquiry based learning with one to one iPads
Abstract
Inquiry based learning using iPad computers was investigated to determine if there was an
increase in motivation and engagement using this educational intervention. A multi case
study of four students was conducted using pretest/posttest design, classroom observation,
and follow up interviews with students and teachers. Three students showed gains in five
or six motivation and engagement categories and a loss in one or two or no categories as
measured by the Motivation and Engagement Scale-Junior School. One student’s already
high scores were stable except for showing a decrease in one category. Whole-interval
sampling during iPad use and class discussion of inquiry searches showed intense
engagement. Student themes indicated inquiry based learning with iPads was a good way
to learn, that teacher and parental support were important to them, that choice and
responsibility was appreciated, as were the ability to redo tests and assignments. Teacher
themes indicated that inquiry based learning with iPads increased motivation and
engagement, that students developed critical/deeper thinking skills, and became more self-reliant
learners. Further exploration of this teaching method is recommended.