Page 3 - R_EdQuire White Paper Nov 2017 v3.4

EdQuire White Paper: Computer learning behaviour in K-12
Nov 2017 V3.4
Page 3 of 15
Findings Summary

Overall, the majority of teachers used the Learning Analytics feedback on a daily basis and reported that it
was useful. The average active computer use time in trial lessons was 20 minutes, occupying 45% of a
lesson’s 40 minutes to 50 minutes. Students spent on average, 17% of their class computer time off-task but
for 20% of students, a full 30% was Off-task. Boys averaged 16 minutes On-Task and 4 minutes Off-Task,
while girls spent significantly more time On-Task, 17 minutes and less Off-Task, 3 minutes.

On-Task time similar for both genders: word processing (i.e. Microsoft Word), online learning (Learning
management system, online learning websites), PowerPoint, online collaboration (i.e. Google docs) and
Email. Off-Task time differed slightly by gender, with boys mostly playing games, then streaming videos,
sport, and streaming music; while for girls, streaming videos were most popular, then gaming and the others.

Distractibility data revealed an average of four task switches between On-task and Off-task per lesson.
Distractibility was modest and similar across years 7-10, but dramatically improved in years 11 and 12.
Search-engine use analysis showed an overwhelming use of Google searches and at a simple level, with only
3% of searches using any advanced search tools. When students were given access to their computer usage
behaviour data, including their Off-Task times, Distraction index and their number of task switches, a
majority of students viewed the data and all parameters were significantly improved in those 10 days
compared to the preceding 10 day period. This strongly indicates that self-awareness of distractibility and
off-task measures can improve student self-regulation and learning engagement.

Our findings justify expansion to future longer prospective controlled studies from a greater number of
schools, especially from more diverse backgrounds and ICT resource levels, where benefits may be even
greater, identifying and notifying teachers of subgroups of students needing intervention.

2. Study methods

This was an observational descriptive study of computer use by grade 7-12 students in authentic classroom
teaching over approximately one year, with automated continuous collection of computer use data, which
provided teachers with a glanceable colour coded web page of student engagement data.

2.1 Data Source

Schools
Classroom computer usage data were collected with student knowledge from four schools with 1:1
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computers (Windows and Apple OS X) between 1 February 2017 to 30 October 2017. Data from a total of
3,961 student lessons with any computer use were analysed from School 1; 16,320 from School 2; 571 from
School 3; and 761 from School 4. Computer usage data from a total of 21,454 student lessons were analysed.

Students
Students were high-school students from years 7 to 12. A total of 87 students (40 boys and 47 girls)
participated from School 1; 307 (158 boys and 149 girls) from School 2; 66 (28 boys and 38 girls) from School
3; and 89 (46 boys and 43 girls) from School 4. Data from a total of 549 students (286 boys and 263 girls)
were used in this analysis.

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