Haydon, T., Hawkins, R., Derune, H., Kimener, H., McCoy, D., & Basham, J. (2012). A comparison of iPads and worksheets on math skills of high school students with emotional disturbance . Behavioral Disorders , 37 (4), 232–243. https://doi.org/10.1177/019874291203700404

The impact of using iPads, rather than worksheets, on the math skills of high school students with emotional disturbance was examined.

Three high school students with emotional disturbance (ED) from an alternative school setting in an urban midwestern area participated.

Students were observed during 40 minutes of large group math instruction and independent math practice. The number of correct responses per minute on either a physical math worksheet or on math applications on an iPad was measured, as was active engagement. Active engagement was defined as students working on academic tasks, raising their hand, choral responding, reading aloud, talking to teacher or peers about assignment, and placing and/or scrolling fingers on the iPad. For the iPad condition, students used iTooch MATH Grade 5 - LITE v. 2.1, Coin Math v. 3.0, and enVisionMATH: Understanding Fractions v. 1.1. Observations took place over fifteen class periods.

Students demonstrated higher levels of correct responses per minute and active engagement during the iPad condition compared to the physical worksheet condition. Additionally, social validity data indicated that teachers and students preferred the iPad condition.