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This study proposed an innovative instructional strategy for pre-college engineering education. Learning topics on electrical engineering education in a laboratory setting were selected for further exploration. Specifically, the study investigated how tablet computers with one adopted application influenced student engineering learning. The study adopted a quasi-experimental pretest and posttest research design. The educational experiment lasted for 6 weeks. The research participants comprised 57 ninth-grade students from a public high school in Taiwan. The students employed either a tablet computer or laptop computer to engage in weekly 3-h laboratory studies. A criterion test was developed to measure student knowledge of electrical engineering. The results revealed that the instructional effectiveness was identical for all the students, regardless of whether they used a tablet or laptop computer. However, those using the tablet computers achieved greater learning improvement. In addition, the qualitative data indicated that the tablet computers facilitated student learning in various engineering learning activities. The results of the study suggested that engineering educators in different educational levels might consider similar instructional methods to inspire students’ engineering learning.
Chou et al. (Sun,) studied this question.