You are here:

Canadian university students in wireless classrooms: What do they do on their laptops and does it really matter?

, ,

Computers & Education Volume 70, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd


Two studies were conducted to examine what undergraduate students do on their laptops during class time and the extent to which laptop usage behaviors are associated with academic success. In Study 1, a sample of 1129 students from a Canadian university completed a survey measuring prototypical behaviors emitted on laptops during class time. Results of factor analyses indicated that laptop behaviors can be regrouped in two dimensions: School related and school unrelated laptop utilization. School unrelated laptop behaviors were significantly associated with lower levels of self-reported academic achievement and satisfaction. School related laptop behaviors were positively associated with academic satisfaction. These results were invariant across different faculties on campus. In Study 2, another sample of 88 students was recruited to examine the longitudinal association between laptop behaviors and semester grade point average obtained at the end of the semester. Results of Study 2 showed that school unrelated laptop behaviors were prospectively associated with lower semester grade point average, even after controlling for a series of potentially confounding influences (i.e., self-regulation failure, motivational deficit, disorganized learning, internet addiction, and school disenchantment). Overall, these results provide theoretically important support to suggest that in-class laptop utilization is a unique and contemporary mode of learning that should not be treated as an epiphenomenon merely accountable and reducible to other sources of psychological influences.


Gaudreau, P., Miranda, D. & Gareau, A. (2014). Canadian university students in wireless classrooms: What do they do on their laptops and does it really matter?. Computers & Education, 70(1), 245-255. Elsevier Ltd. Retrieved May 16, 2021 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct:


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact