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Abstract

This study is based on perceptions of students regarding the integration of laptops in classroom endeavors. Empirical findings are based on data collected from a sample of 392 students in undergraduate and graduate universities in twelve states of the USA. Three key findings related to the integration of laptop technology into classrooms of higher education are reported. First relates to student perceptions and feelings surrounding laptop use in the classroom. Secondly, we report how these perceptions vary depending on personal characteristics of students. Lastly, we examine the role these perceptions play in student learning, as well as student satisfaction. Traditionally, laptop technology has been viewed as tool for facilitating note taking. However, our findings indicate that the learning experience is equal, and in some instances greater, when laptops are used to develop a more interactive learning environment, increase information gathering during class time, and enhance classroom discussion.

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