Factors determining student satisfaction in a learning environment featuring the use of a digital pen at an elementary school in Japan
Abstract: The authors implemented lessons to improve the logical thinking of students at the elementary school level. In the lessons, students engaged in collaborative learning with expert teachers utilizing a mind map (MM) drawn with a digital pen. In previously published findings, it was found that the learning environment including the digital pen system was relatively effective. However, the authors could not determine what kind of scaffolding was most effective. Therefore, a causal relationship model was used to assess lesson satisfaction among students based on an attitude survey and verified using covariance structure analysis. The results showed that “MM” and “collaborative learning with the expert teacher” influenced “understanding of and satisfaction with the lessons,” while use of the digital pen did not affect the summative evaluation of the lessons. Therefore, it seems that students perceived the digital pen in a similar way to an ordinary writing implement, and thus that it blended well into the learning environment.
Presider: Satoru Fujitani, Mejiro University