Abstract
Previous research has shown that technology in education has proliferated and become ubiquitous; we see technology in the classroom used for lectures, note taking, and examination. Research has focused on comparisons between computer-based and paper-based platforms, investigating possible differences in testing effects and comprehension. Additionally, attitudes and frequency of technology usage also affect achievement in exams; higher positive attitudes towards technology are indicative of better performance. Relative to computers, iPads boast a more naturalistic interface to allow for more gestural use. With the introduction of gestural technologies like iPads into classrooms, it is important to understand the differences between iPads and computers. The present exploratory study analyzed reading comprehension, mental workload, and attitudes between computers and iPads. Findings revealed a significant effect of mental workload on comprehension, though there was no difference by condition, suggesting that as difficulties of reading on-screen increased, comprehension scores decreased, but that using iPad was not more effective at reducing mental workload when compared to laptops. No other significant results were found. Future studies would benefit by increasing gender distribution and analyzing longitudinal effects of learning and testing on different platforms but present findings have implications for future education psychologists, practitioners, and policymakers.