{'fraction_non_alphanumeric': 0.023336214347450302, 'fraction_numerical': 0.0, 'mean_word_length': 5.579545454545454, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
An iPad Enabled First Year Experience Designed for Digital Natives: Impact on Computer Self Efficacy and Student Success

This research-in-progress paper reports on preliminary analyses of pre- and post-test data on the impact of a technology enabled first year experience program (FYE) for digital natives. The program integrated iPad devices into the activities of the FYE program. Preliminary findings show that four-year graduation rates showed improvements compared to the previous-year cohort’s rates. Students associated the iPad devices with greater satisfaction and happiness with the university experience.. In contrast, participants’ computer self efficacy scores decreased between pre- and post- test measurements lending support for earlier research that digital natives’ technological skills, while considerable, may not align fully with college and career computing requirements. Based on these preliminary analyses, the long-term effect of graduation rate improvement seems to be associated with the enhanced engagement elicited by the devices rather than improvements in student’s perceptions of their ability to use technology effectively.