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The Impact of Screen-Free Zones in an Undergraduate Psychology Classroom: Assessing Exam Performance and Instructor Evaluations in Two Quasi-Experiments

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Title: The Impact of Screen-Free Zones in an Undergraduate Psychology Classroom: Assessing Exam Performance and Instructor Evaluations in Two Quasi-Experiments
Language: English
Authors: Rhinehart, Laura, Vazquez, Salvador R. (ORCID 0000-0003-2600-5240), Greenfield, Patricia M.
Source: Teaching of Psychology. Oct 2022 49(4):323-328.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 6
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Psychology, Student Evaluation, Teacher Evaluation, Technology Uses in Education, Academic Achievement, Learner Engagement, Teaching Methods
DOI: 10.1177/00986283211017443
ISSN: 0098-6283
1532-8023
Abstract: Background: With in-person instruction, many undergraduates look at screens during lectures. Because screens can distract, attempts to curb this behavior through screen policies are increasingly common but understudied. Objective and Method: Two quasi-experimental studies (Study 1: N = 412; Study 2: N = 179) in the same Psychology class explore results of restricting screens to one area of the classroom on exam performance and instructor/course evaluation. Results: In both studies, these policies improved exam scores in the class. In Study 2, students who chose to sit in the screen-free zone did better on exams. Limiting screen use to the back of the classroom (Study 1) produced student pushback in qualitative comments and lower evaluations in quantitative instructor and course ratings. In contrast, placing screen and screen-free zones side-by-side (Study 2) was accepted without comment by students. Conclusion: Together, these studies suggest that creating screen-free zones in classrooms can be beneficial for students, especially for those students who choose to sit in the screen-free section. Additionally, students accept side-by-side division of a classroom into screen and screen-free zones. Teaching Implications: Because these studies are ecologically valid, results have implications for how students take notes and how instructors set restrictions on screens in their classroom.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1350060
Database: ERIC
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  Data: The Impact of Screen-Free Zones in an Undergraduate Psychology Classroom: Assessing Exam Performance and Instructor Evaluations in Two Quasi-Experiments
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  Data: <searchLink fieldCode="AR" term="%22Rhinehart%2C+Laura%22">Rhinehart, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Vazquez%2C+Salvador+R%2E%22">Vazquez, Salvador R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2600-5240">0000-0003-2600-5240</externalLink>)<br /><searchLink fieldCode="AR" term="%22Greenfield%2C+Patricia+M%2E%22">Greenfield, Patricia M.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teaching+of+Psychology%22"><i>Teaching of Psychology</i></searchLink>. Oct 2022 49(4):323-328.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
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  Data: 10.1177/00986283211017443
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  Data: 0098-6283<br />1532-8023
– Name: Abstract
  Label: Abstract
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  Data: Background: With in-person instruction, many undergraduates look at screens during lectures. Because screens can distract, attempts to curb this behavior through screen policies are increasingly common but understudied. Objective and Method: Two quasi-experimental studies (Study 1: N = 412; Study 2: N = 179) in the same Psychology class explore results of restricting screens to one area of the classroom on exam performance and instructor/course evaluation. Results: In both studies, these policies improved exam scores in the class. In Study 2, students who chose to sit in the screen-free zone did better on exams. Limiting screen use to the back of the classroom (Study 1) produced student pushback in qualitative comments and lower evaluations in quantitative instructor and course ratings. In contrast, placing screen and screen-free zones side-by-side (Study 2) was accepted without comment by students. Conclusion: Together, these studies suggest that creating screen-free zones in classrooms can be beneficial for students, especially for those students who choose to sit in the screen-free section. Additionally, students accept side-by-side division of a classroom into screen and screen-free zones. Teaching Implications: Because these studies are ecologically valid, results have implications for how students take notes and how instructors set restrictions on screens in their classroom.
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