{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/238"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/238","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"The motivational effects of using mobile devices in mathematics classrooms by students with exceptionalities","abstract":"Low motivation levels experienced by students with exceptionalities in the area of mathematics are often cited as a major factor negatively affecting their potential for success (Baird & Scott, 2009; Reichrath, de Witte, & Winkens, 2010). In the wake of many ongoing experiments using new mobile technology and tablet devices in schools, this study examines the use of iPads from Apple in a secondary mathematics classroom and its potential effect on the motivation of students with exceptionalities. In addition, the study also takes an exploratory approach to documenting the factors impacting the planning, implementation and student use of mobile devices in the classroom. A total of 16 students, 1 teacher and 1 educational assistant participated in this study. A mixed methodology approach was taken which included collecting evidence from surveys and scales as well as from descriptive journals, interviews and observational field notes. In order to assess the students’ level of motivation, the four attributes from Keller’s 2006 ARCS Model were used as the basic analysis framework. These were: attention, relevance, confidence and satisfaction (Keller, ARCS Model, 2006). Preliminary analysis of the attributes indicates relative consistency over the course of the study, with some minor oddities explained further in the conclusions. An extensive list of exploratory findings regarding planning, implementation and student use of mobile devices in the mathematics classroom with students with exceptionalities indicated both positive and negative aspects regarding the integration of the devices. Some positive aspects include the ability to meet the needs of different levels, and types, of learners with a number of applications, as well as a noticed increase in the collaboration and healthy competition among students. Contrary to this, some negative aspects include the lack of availability of topic-specific applications and the level of frustration experienced by some student in the initial stages of learning a new application.","abstract_html":"Low motivation levels experienced by students with exceptionalities in the area of mathematics are often cited as a major factor negatively affecting their potential for success (Baird & Scott, 2009; Reichrath, de Witte, & Winkens, 2010). In the wake of many ongoing experiments using new mobile technology and tablet devices in schools, this study examines the use of iPads from Apple in a secondary mathematics classroom and its potential effect on the motivation of students with exceptionalities. In addition, the study also takes an exploratory approach to documenting the factors impacting the planning, implementation and student use of mobile devices in the classroom. A total of 16 students, 1 teacher and 1 educational assistant participated in this study. A mixed methodology approach was taken which included collecting evidence from surveys and scales as well as from descriptive journals, interviews and observational field notes. In order to assess the students’ level of motivation, the four attributes from Keller’s 2006 ARCS Model were used as the basic analysis framework. These were: attention, relevance, confidence and satisfaction (Keller, ARCS Model, 2006). Preliminary analysis of the attributes indicates relative consistency over the course of the study, with some minor oddities explained further in the conclusions. An extensive list of exploratory findings regarding planning, implementation and student use of mobile devices in the mathematics classroom with students with exceptionalities indicated both positive and negative aspects regarding the integration of the devices. Some positive aspects include the ability to meet the needs of different levels, and types, of learners with a number of applications, as well as a noticed increase in the collaboration and healthy competition among students. Contrary to this, some negative aspects include the lack of availability of topic-specific applications and the level of frustration experienced by some student in the initial stages of learning a new application.","abstract_has_math":false,"creators":["Wray, Lisa Anne-Marie"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Community, Public and Population Health","degree_department":null,"school":null,"contributors":[],"advisors":["Desjardins, Francois"],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-04-01","date_published":"2012-04-01","updated_at":"2026-07-24T05:35:16Z","subjects":["Motivation","Students with exceptionalities","Mathematics","Mobile devices","Mobile technology"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/238","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Desjardins, Francois"]},{"key":"dc:creator","label":"Author","values":["Wray, Lisa Anne-Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2012-09-20T16:32:29Z","2022-03-25T18:44:36Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2012-09-20T16:32:29Z","2022-03-25T18:44:36Z"]},{"key":"dc:date.issued","label":"Date","values":["2012-04-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Community, Public and Population Health"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Motivation","Students with exceptionalities","Mathematics","Mobile devices","Mobile technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/238"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Low motivation levels experienced by students with exceptionalities in the area of mathematics are often cited as a major factor negatively affecting their potential for success (Baird & Scott, 2009; Reichrath, de Witte, & Winkens, 2010). In the wake of many ongoing experiments using new mobile technology and tablet devices in schools, this study examines the use of iPads from Apple in a secondary mathematics classroom and its potential effect on the motivation of students with exceptionalities. In addition, the study also takes an exploratory approach to documenting the factors impacting the planning, implementation and student use of mobile devices in the classroom. A total of 16 students, 1 teacher and 1 educational assistant participated in this study. A mixed methodology approach was taken which included collecting evidence from surveys and scales as well as from descriptive journals, interviews and observational field notes. In order to assess the students’ level of motivation, the four attributes from Keller’s 2006 ARCS Model were used as the basic analysis framework. These were: attention, relevance, confidence and satisfaction (Keller, ARCS Model, 2006). Preliminary analysis of the attributes indicates relative consistency over the course of the study, with some minor oddities explained further in the conclusions. An extensive list of exploratory findings regarding planning, implementation and student use of mobile devices in the mathematics classroom with students with exceptionalities indicated both positive and negative aspects regarding the integration of the devices. Some positive aspects include the ability to meet the needs of different levels, and types, of learners with a number of applications, as well as a noticed increase in the collaboration and healthy competition among students. Contrary to this, some negative aspects include the lack of availability of topic-specific applications and the level of frustration experienced by some student in the initial stages of learning a new application."]},{"key":"dc:title","label":"Title","values":["The motivational effects of using mobile devices in mathematics classrooms by students with exceptionalities"]}]}],"canonical_facts":{"dc:contributor.advisor":["Desjardins, Francois"],"dc:creator":["Wray, Lisa Anne-Marie"],"dc:date.accessioned":["2012-09-20T16:32:29Z","2022-03-25T18:44:36Z"],"dc:date.available":["2012-09-20T16:32:29Z","2022-03-25T18:44:36Z"],"dc:date.issued":["2012-04-01"],"dc:description.abstract":["Low motivation levels experienced by students with exceptionalities in the area of mathematics are often cited as a major factor negatively affecting their potential for success (Baird & Scott, 2009; Reichrath, de Witte, & Winkens, 2010). In the wake of many ongoing experiments using new mobile technology and tablet devices in schools, this study examines the use of iPads from Apple in a secondary mathematics classroom and its potential effect on the motivation of students with exceptionalities. In addition, the study also takes an exploratory approach to documenting the factors impacting the planning, implementation and student use of mobile devices in the classroom. A total of 16 students, 1 teacher and 1 educational assistant participated in this study. A mixed methodology approach was taken which included collecting evidence from surveys and scales as well as from descriptive journals, interviews and observational field notes. In order to assess the students’ level of motivation, the four attributes from Keller’s 2006 ARCS Model were used as the basic analysis framework. These were: attention, relevance, confidence and satisfaction (Keller, ARCS Model, 2006). Preliminary analysis of the attributes indicates relative consistency over the course of the study, with some minor oddities explained further in the conclusions. An extensive list of exploratory findings regarding planning, implementation and student use of mobile devices in the mathematics classroom with students with exceptionalities indicated both positive and negative aspects regarding the integration of the devices. Some positive aspects include the ability to meet the needs of different levels, and types, of learners with a number of applications, as well as a noticed increase in the collaboration and healthy competition among students. 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