Can Pen-Based Computing Enhance Graph Construction and comprehension in the Introductory Economics Classroom?

Dr. Mary P. Dixon, Depauw University, mdixon@depauw.edu
Dr. Kerry Pannell, Depauw University, kpannell@depauw.edu
Dr. Michele T. Villinski, Depauw University, mvillinski@depauw.edu

In this study, we assess the effectiveness of pen-based computing in the economics classroom by evaluating quiz scores and graphing ability of two groups of students taking the same introductory economics course from the same professor.  One group used DyKnow Vision, interactive note-taking and presentation software, in a classroom computer lab setting equipped with Wacom pen-enabled monitors.  The other group took notes in the traditional way with pencil and paper while the professor wrote on a standard whiteboard with dry erase ink pens of various colors.  After two weeks of class, students were given identical quizzes testing fundamental concepts in economics, graphical analysis and quantitative reasoning.   The group using pen-and-tablet note-taking technology earned better grades and made fewer graphing errors on the quiz.  Despite the relatively small sample size, this study provides preliminary evidence that DyKnow Vision along with Tablet PC technology improves student outcomes in economics, particularly in graph construction and interpretation.