IntroductionThe class standing of junior or senior. The study

IntroductionThe study titled “Logged In and Zoned Out: How Laptop Internet Use Relates to Classroom Learning” by Ravizza, Uitvlugt, and Fenn attempt to fill the gap in research specific to how students de-emphasize the impact and/or role of electronic devices in a classroom setting. The authors accept the claim that electronic devices in a classroom setting, when used for non-class related activity, can be detrimental to learning the presented content (Junco, 2012; Kraushaar & Novak, 2010; Risko, Buchanan, Medimorec, & Kingstone, 2013; Rosen, Lim, Carrier, & Cheever, 2011; Sana, Weston, & Cepeda, 2013; Wood et al., 2012). Furthermore, Ravizza et al. (2016) say the study’s goal is to explain why students generally do not think using electronic devices for non-academic purposes can be counterproductive to learning, and examining the difference between perception and actual relationship between Internet usage and learning in the classroom. The primary hypothesis is that students’ have a better understanding of why they use the internet in class, and how this affects their individual learning (Ravizza et al., 2016).MethodRavizza et al. (2016) break down the statistics for the demographics of the participants in their study, claiming that the participants of this study were 84 students enrolled in a specific for-credit psychology course, at Michigan State University, and remained logged into the provided proxy server for more than half the classes in the course (15). The majority of these students had a class standing of either freshman or sophomore with less than 10% of participants having a class standing of junior or senior. The study used both self-submitted surveys and monitored internet usage on an individual basis to see what students did online and for how long during class. Participants were not split into groups; however, the time participants spent online (both measured and self-reported), what they did online, classroom performance, and intelligence based on ACT scores were all measured. The measures were collected over 15 class periods.ResultTo start, across all analyses of the data in Ravizza et al.’s 2016 study, intelligence based on ACT scores did not have an effect on students’ internet usage in class, nor their scores overall performance in the class. The participants were found to accurately report how disruptive internet usage in class was to them based on both their internet usage and final exam score–estimating the time they spent on the internet and its effect on their learning accurately. Students were split into groups based on those estimating, placing participants on a scale of one to five depending on how they rated internet usage in class for non-academic purposes to affect their learning (Ravizza et al., 2016).DiscussionThe core finding that Ravizza et al. (2016) point out is that there was no gap between what students’ thought about their internet usage and how that internet usage affects their learning in the classroom. This finding refutes the idea that there is a disconnect in how students perceive the relationship between those two factors. Significantly, detriment to learning was correlated to how much a given participant believed internet usage in class would affect their learning; however, this did not change internet usage overall.