Students preferred taking tests with technology and showed favorability toward the technology-enhanced performance task, citing interactivity and animations that help visualize and work through problems¶
Claim · All claims
Evidence · 1 study · qualitativer1·q1
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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q1 i? Qualitative interview data indicated students preferred using technology to take tests and favored the technology-enhanced task's interactivity and animations. → Meg Guerreiro 2017
Evidence¶
Meg Guerreiro 2017¶
Meg Guerreiro. (2017). The impact of a technology-enhanced math performance task on student cognitive engagement in mathematics. NWEA Research white paper. https://www.nwea.org/research/publication/the-impact-of-a-technology-enhanced-math-performance-task-on-student-cognitive-engagement-in-mathematics/
q1 · i? · qualitative · r1
Qualitative interview component of the mixed methods study. Students reported preferring technology-based testing and favorability toward the technology-enhanced platform, "specifically the interactivity and animations to help visualize and work through the problem." No effect size is printed.
"Qualitative interview data indicated that students preferred using technology to take tests and overall showed favorability for the technology-enhanced performance task, specifically the interactivity and animations to help visualize and work through the problem."
Discussion¶
Related Claims¶
- Performance task platform modality (technology-enhanced, technology-enabled, or paper-and-pencil) showed no detected relationship with grade 6-8 students' self-reported cognitive engagement in mathematics — related
- Students appreciated specific features of paper-and-pencil tasks, namely the ability to navigate between items and to take notes — reports the opposite
- Students who experienced the technology-enhanced class were far more favorable toward technology (76.0%) than no-technology students (20.4%) — related
- In a Web-based teacher education course, screen-capture videos and Flash animations modeling the instructor's internal problem-solving processes were the elements students most strongly associated with cognitive apprenticeship modeling — related
- Teachers reported increased student engagement when using Forms instead of paper-based assessments and surveys — related
- The range of multiplatform activity types and multiple representations of NGSS-aligned concepts engaged students with different learning preferences and abilities — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
students-prefer-technology-enhanced-task-interactivity-animation |
title |
Students preferred taking tests with technology and showed favorability toward the technology-enhanced performance task, citing interactivity and animations that help visualize and work through problems |
description |
Students preferred taking tests with technology and showed favorability toward the technology-enhanced performance task, citing interactivity and animations that help visualize and work through problems |
status |
review |
evidence_strength |
weak |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — meg-guerreiro-2017 |
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