1 International Journal of Science and Engineering Investigations vol. 4, issue 40, May 2015 ISSN: 2251-8843 Assessment of ICT Contribution to the Learning Process Ph. Fauquet-Alekhine Nuclear Power Plant of Chinon, BP80, 37420 Avoine, France Lab. for Research in Science of Energy, Montagret, 86200 Neuil ss Faye, France Dept. of Social Psychology, London School of Economics and Political Science, Houghton St., WC2A 2AE, London, UK (philippe.fauquet-alekhine@edf.fr, larsen.sciences@yahoo.fr, p.fauquet-alekhine@lse.ac.uk) Abstract- This study undertaken in both naturalistic and experimental conditions aimed at assessing objectively the use of ICT by students whilst attending an academic lecture and to gauge the disturbance effect of ICT use on the learning process. Observations were carried out from end 2012 to end 2014 in a UK university (N=596, MSc, Human Sc. discipline) distributed in 11 sessions in order to objectify the level of students’ ICT use. Then an experiment was carried out in laboratory with a sample of these students (N=40) to assess the disturbance of ICT on learning process depending on frequency of use of ICT and their nature (class related or not), dividing the sample in 3 groups: control group1 (not disturbed), group 2 (disturbed by web class related resource) and group 3 (distracted by exchanging messages on mobile phone). Groups 2 and 3 were distracted at a controlled frequency equal to 30 occ/h. Performance assessment in 19 points was based on the revised Bloom’s taxonomy complemented by an ontology- based assessment technique. We found out that 63% of students used ICT during academic lectures and that groups 1 and 2 had similar performance while group 3 significantly had poorer performance (p<.001). Results were explained in the light of the Information Processing theory and Mayer and Moreno’s model developed for multimedia learning. These results identified a threshold for ICT use and warned teachers (resp. students) about an abusive use of ICT to support lessons (resp. about non-class related use of ICT). Keywords- computer-mediated communication, improving classroom teaching, media in education I. INTRODUCTION Information and Communication Technologies (ICT) are increasing in importance every day, especially since the 90’s (last decade of birth for the Millennials generation, born between 1979 and 1994; see [1]). While social interactions involving the Millennials generation have been studied, very few investigations are available regarding the use of the ICT by this generation as well as the impact on outcomes in education and professional training. In terms of expectations, a 2012 report from Educause Center for Applied Research [2] involving about N=10,000 students from USA-based institutions showed that students’ whishes for teachers’ technology usage had doubled from 2011 to 2012 especially for open educational resources and serious games. In addition, 85% said laptop was very/extremely important to academic success, and students’ preference for communication was face-to-face interaction immediately followed by email and text/instant messaging. In 2008, Fried [3] carried out a study in USA with N=137 students of General Psychology among whom 64.3% reported using their laptops in at least one class period, multitasking (email: 81%, instant messaging: 68%, surfing the net: 43%, playing games: 25%, other: 35%). Observing and interviewing students preparing a MSc at the London School of Economics and Political Science (LSE students) between in 2012 and 2013, we aimed in a previous study at characterizing the students-ICT interaction during the courses [4-5]. Direct observations were necessary as students are used to underreporting the frequency of their in-class use of ICT when answering questionnaires [6]. We found that up to 50% of the students (mainly female) among N=180 could use ICT during courses at a rate of 0.84 occurrence/minutes (about 50 occ/h) for some of them, and they thought this involvement did not distract learning, even was helpful. They usually perceive that digital devices have positive impacts on their academic success [7]. The LSE students’ use of ICT could be class-related (academic web resource) or not (personal email, sms, social network). Yet in 2013, researches undertaken with about N=300 students showed that multitasking led them think they are much better than they actually are [8], findings consistent with earlier studies [9]; it suggests students cannot multitask as effectively as they think they can. However, Strayer et al. [10], investigating a connected issue related to the use of cell-phones by motor-vehicle drivers (N=40), found out that “although the vast majority of individuals cannot perform this dual-task combination without impairment, a small group of ‘supertaskers’ can” (p. 29). In parallel, several studies have shown the negative effect of ICT use during classroom on the global academic results (see for example [3, 6]), but conversely, recent longitudinal studies [2, 11] pointed out a positive effect of ICT on global academic assessment. However all these assessments were based on self-reporting of ICT use by the students, which are biased as said above. Other one-off recent studies in learning context have led to similar opposed conclusions. North American students attending a PowerPoint lecture disturbed meanwhile by online tasks had a knowledge assessment