Three performance task platforms: technology-enhanced, technology-enabled, and paper-and-pencil¶

Element · All elements
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 qualitative), q1 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The study manipulated delivery of a mathematics performance task across three platforms: "technology-enhanced (technology-based including animation and interactivity)," "technology-enabled (computer-based without including animation and interactivity)," and "paper-and-pencil." This three-level modality contrast was evaluated with a counterbalanced quasi-experimental design on student self-reported cognitive engagement.

Design Implications¶

Context¶

Requirements¶

• Counterbalanced assignment of students across the three platform conditions to evaluate modality effects

Constraints¶

• The technology-enabled platform was computer-based but excluded animation and interactivity, distinguishing it from the technology-enhanced platform

Target Learners¶

• students in grades 6-8 in Oregon, Washington, and North Carolina

Target Learning Goals¶

• cognitive engagement in mathematics performance tasks

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 [~W]
• Students appreciated specific features of paper-and-pencil tasks, namely the ability to navigate between items and to take notes [+W]
• 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 [+W]

Related Elements¶

Examples¶

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Key Sources¶

• 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/