Contribution: Portable learning instrumentation has become common in university classrooms and laboratories, but few publications assess the effects of these technologies on student retention. This paper addresses this under-researched connection between the use of portable learning technologies, incorporated into an Introduction to Computer Engineering course, and student retention. Background: The desire for active learning experiences has promoted the use of portable, hands-on technologies in classrooms and laboratories. However, published results from such efforts do not often assess the impact of such tools on student retention. In Fall 2015, the Kansas State University Department of Electrical and Computer Engineering overhauled an introductory computer engineering course, incorporating portable learning tools with the aims to increase student retention, where a secondary focus related to helping students understand the limitations of portable hardware platforms. Intended Outcomes: The goal was to improve student confidence and the retention of first- and second-year students who took the course. Application Design: Laboratory exercises used portable technologies and focused on hardware limitations. Summative surveys helped to quantify the impact of the new course structure on student confidence. The retention of first- and second-year students who took the course was also investigated. Findings: Survey results indicated that the course transformation positively affected student confidence (measured directly and indirectly). Retention of second-year students who took the course improved to a two-year average of 51%, from a 40% average for the three prior years.

中文翻译：

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利用便携式学习技术提高学生的参与度和保留率

贡献：便携式学习仪器在大学教室和实验室中变得很普遍，但很少有出版物评估这些技术对学生保留的影响。本文讨论了在计算机工程导论课程中使用便携式学习技术与学生保留之间的这种研究不足的联系。背景：对主动学习体验的渴望促进了在教室和实验室中使用便携式、动手技术。但是，这些努力的已发表结果通常不会评估此类工具对学生保留率的影响。2015 年秋季，堪萨斯州立大学电气与计算机工程系对一门介绍性的计算机工程课程进行了大修，结合便携式学习工具，旨在提高学生保留率，其中次要重点是帮助学生了解便携式硬件平台的局限性。预期成果：目标是提高学生的信心并留住参加该课程的一年级和二年级学生。应用设计：实验室练习使用便携式技术，并侧重于硬件限制。总结性调查有助于量化新课程结构对学生信心的影响。还调查了参加该课程的一年级和二年级学生的保留情况。结果：调查结果表明，课程转型对学生的信心产生了积极影响（直接和间接衡量）。参加该课程的二年级学生的保留率提高到两年平均 51%，