This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students’ multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents. Results indicated that students using the multiple document reading application outperformed the control students in terms of comprehension and also worked more efficiently on the assigned multiple document task, but only if given explicit guidance in selecting, organizing, and integrating information by utilizing the functions of the application. Still, after task completion, the more effective and efficient students guided in using the functions of the multiple document reading application displayed much less acceptance of tablets as a multiple document learning tool than did the control students. We discuss possible explanations for this intriguing performance-acceptance paradox and suggest some avenues for future research in this area.

这项研究的目的是，与使用传统应用程序以顺序读取单个文档的控件相比，适用于在iPad Pro平板电脑中实现的多个文档的应用程序是否会促进学生对平板电脑的多文档理解和接受作为多种文档学习工具。结果表明，使用多文档阅读应用程序的学生在理解力方面胜过对照学生，并且在分配的多文档任务上也能更有效地工作，但前提是在利用该功能的选择，组织和集成信息方面得到明确指导。应用。不过，在任务完成后，在使用多文档阅读应用程序功能的指导下，效率更高，效率更高的学生比对照学生对平板电脑作为多文档学习工具的接受程度要低得多。我们讨论了这种有趣的性能-接受悖论的可能解释，并为该领域的未来研究提供了一些途径。