Abstract :
Universities have widely deployed assorted information technologies, which positions students´ laptop as a key pedagogical tool outside and inside the classroom. Viewed critically, the value imparted by laptops in the classroom is determined through the complex interplay of intended and unintended computer use behaviors and is, therefore, suspect. In response, universities may implement classroom control systems that impose either comparatively restricted or unrestricted access levels. We distinguish between two kinds of use behaviors-applicable behaviors and extraneous behaviors. We address two research questions. Are amounts of applicable and extraneous behaviors associated with different access levels? Are learning outcomes associated with amounts of applicable and extraneous behaviors? Using a cross-sectional, quasi-experimental design and data on 71 subjects, we conclude that a restricted access level is associated with significantly higher levels of applicable behavior vis-à-vis the unrestricted access level, and that time spent on extraneous behavior is negatively associated with learning performance.
