Technology enhanced learning is expanding rapidly within Higher Education, due to the increasing volume of evidence showing the benefits for learners in terms of engagement, convenience, attainment and enjoyment. Harnessing mobile devices to enhance learning has major potential, in particular during practical classes, field work and private study. However, there are few systematic studies evaluating the impact of tablet devices on students’ learning. The aim of this study was to gather evidence of the effectiveness of a tablet device to enhance second year undergraduate biomedical science students’ learning within two practical scenarios: a neuroanatomy blended learning class and an electrophysiology mini-project. In the neuroanatomy class, students (n=178) used pre-configured Apple® iPads® alongside plastic brain models and printed resources. Following the practical, students (n=115) completed a questionnaire recording their use of the device. Students used the following apps during the 120 minute practical class: 3D Brain (16.2 ± 9.5 min, mean ± S.D.; n=112), Google (14 ± 9 min; n=86), HD Brain (9.5 ± 7 min; n=83) and Slyvius Brain Atlas (10 ± 8 min; n=30). The apps were used to look at images of brain structures (95% of students), look up definitions (61%), read text (52%) and write notes (11%). Overall 76.3% of students agreed that the iPads® were beneficial to their learning and 80.7% agreed that the devices made the experience more enjoyable. During the 4 week electrophysiology class, students (n=36) were provided with an Apple® iPad® alongside the printed practical schedule. The tablet device contained an interactive eBook (generated using iBooks Author®) consisting of dissection videos, information about how to use the equipment and MCQs. Seventeen students completed a questionnaire about their use of the iPad® after the first week of the practical. All students (n=17) indicated that they had watched the dissection video, 70% had viewed the eBook and 63% had used the MCQs. All students that used the eBook (n=12) indicated that it was useful for enhancing their learning. However, students did not make much use of other tools on the device, including bibliographic databases and reference management tools, citing lack of time. Data from these experiments indicate that tablet devices are beneficial in some practical settings, but illustrate that adequate time must be provided for students to make full use of the wide range of functionality that they offer. Students are increasingly using tablet devices and studies such as this are essential to help understand their potential for enhancing learning.