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.