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The Impact of Mobile Phone Usage on Student Learning
Abstract
In this study, we examined the impact of mobile phone usage, during class lecture, on student learning. Participants in three different study groups (control, low-distraction, and high-distraction) watched a video lecture, took notes on that lecture, and took two learning assessments after watching the lecture. Students who were not using their mobile phones wrote down 62% more information in their notes, took more detailed notes, were able to recall more detailed information from the lecture, and scored a full letter grade and a half higher on a multiple choice test than those students who were actively using their mobile phones. Theoretical and pedagogical implications are discussed.
... (2021) did not find significant impacts. Some studies have moved beyond a binary view of MC by examining its frequency and intensity, finding that higher levels of MC were associated with significantly poorer student performance (Bjornsen & Archer, 2015; Kuznekoff & Titsworth, 2013;Leysens et al., 2016;Nti et al., 2022). The media used in MC, timing, and content of MC also play important roles, as they affect how individuals process information and allocate their attention. ...
... The timing of MC, whether it is concurrent or sequential, as well as the rate of MC, are expected to impact individuals' cognitive capacity, such as working memory. High distractions, such as short intervals or MC occurring simultaneously with essential class content, can significantly hinder students' performance (Conard & Marsh, 2014;Donmez & Akbulut, 2021;Kuznekoff & Titsworth, 2013;Mercimek et al., 2020;Rosen et al., 2011). Additionally, the initiator of MC also matters, as studies have found that students who initiate MC tend to perform worse than those who only respond (Kuznekoff et al., 2015). ...
... Lastly, a few studies examined how MC influences process-related outcomes. MC frequency and off-task MC have been found to have negative associations with students' note-taking (Kuznekoff et al., 2015;Kuznekoff & Titsworth, 2013), sustained attention (Wei et al., 2012), self-regulation during work (Orhan et al., 2021), and contributions during meetings (Paskewitz & Beck, 2019, 2021). Yet, MC has potential merits. ...
... Conversely, other studies have found that the use of mobile learning has not always been effective. For example, the study Kuznekoff and Titsworth [41] aimed at measuring the impact of student learning by watching video clips on mobile phones. The study found that the students who studied through the mobile phone remembered and wrote down less information than the students using the traditional method write. ...
... The results of this study also agree with the study of Naderi, Ayati [38] regarding the effectiveness of using the mobile learning method in academic achievement and self-regulatory learning, which indicates that the content and method used for teaching are effective. It should be noted that the results of this study do not agree with the results of a number of other studies that dealt with mobile learning, such as; Kuznekoff and Titsworth [41], Chu [42], which found that mobile learning was not an effective learning style. However, this disagreement does not negate or confirm the effectiveness of mobile learning in improving the skills of integrative science processes, as each study has its own circumstances related to learners, teachers, and assessment methods. ...
This research aims to study the impact of mobile learning on developing the skills of integrated science processes among the students of the optimal investment diploma at Najran University. The current research relied on the experimental approach with quasi-experimental designs by applying it to (60) students in the "Computer Science Curriculum" course, provided by the Department of Curricula and Teaching Methods at the College of Education. The students were randomly distributed into two groups (experimental and control), each of which consisted of (30) students. The mobile application service was used in the Blackboard system by downloading an electronic copy of the course content on this system for the students of the experimental group. A printed copy of the course content was also handed over to the students of the control group at the first meeting. Data was collected through a product evaluation card consisting of five domains, namely procedural definition, variable identification and control, hypothesis formulation, experimentation, and results interpretation. The results showed that the skills of integrative science operations among the participants in the experimental group (which received learning through mobile) were better than the skills of their colleagues in the control group (which received learning through the traditional method). In light of these findings, the study concludes that mobile learning can have interesting benefits for research and development of learners' integrative science processes skills.
... Succumbing to digital distraction negatively impacts both. Misusing digital devices affects the process of student learning by derailing attention during lectures (Flanigan & Babchuk, 2015;Spence et al., 2020) and reducing the quality of student lecture notes (Flanigan & Titsworth, 2020;Kuznekoff & Titsworth, 2013;Kuznekoff et al., 2015). Splitting attention (e.g., task switching) between an ongoing lecture and off-task activities (e.g., digital distractions) makes it more difficult to pay attention to and retain lecture content (Aagaard, 2015;Spence et al., 2020). ...
... Splitting attention (e.g., task switching) between an ongoing lecture and off-task activities (e.g., digital distractions) makes it more difficult to pay attention to and retain lecture content (Aagaard, 2015;Spence et al., 2020). Students who misuse their mobile devices record about 30% fewer lecture ideas in their notes than their classmates who do not experience digital distraction (Flanigan & Titsworth, 2020;Kuznekoff & Titsworth, 2013;Kuznekoff et al., 2015). Thus, not only do digital distraction tendencies influence students' learning process during class time, but they can also negatively influence how students study outside of class by reducing both the quantity and quality of class notes. ...
Undergraduate student misuse of mobile technology (e.g., smartphones, laptops, tablets) for non-class purposes (e.g., texting, scrolling social media, playing games) has become ubiquitous in college classrooms across the globe. In addition, research has suggested that these digital distractions can negatively impact learning and performance. The prevalence and negative consequences of student digital distraction in the classroom require college instructors to proactively regulate student use of digital devices to protect the integrity of the learning environment. The present article aims to provide college instructors with a framework of strategies to curb student digital distraction. Specifically, the present article draws from the tenets of Self-Determination Theory (SDT) to illustrate how and why common policies and strategies intended to curb student digital distraction can inadvertently threaten students’ basic psychological needs for autonomy, competence, and relatedness in the classroom and, subsequently, alienate students against instructors. The article concludes by presenting evidence-based digital distraction prevention strategies that can buffer against student digital distraction without threatening students’ basic psychological needs or alienating students against their instructors.
... Research into the use of mobile phones by South African university students revealed the patterns of use in their daily lives (North, Johnston & Ophoff 2014). United States studies on the impact of mobile phone use in class showed that, despite several benefits of mobile phone use, texting was shown to limit students' cognitive capacities in lecture settings and be a distractor for lecturers and fellow students (Kuznekoff & Titsworth 2013). Students who text messaged throughout the lecture had significantly lower academic outcomes than the control group (Dietz & Henrich 2014). ...
... By the end of the year, students had a negative perspective of mobile phone use in the academic setting, citing that they had become addicted to the mobile phone and distracted from their education. Kuznekoff and Titsworth (2013) stated that learning is a process, and when there is a resource that competes with the process of learning, it has a negative effect on learning. Furthermore, texting causes a divide in attention that distracts attention from the on-task behaviour, that is learning. ...
Background: Texting has become central to social life, with adverse effects on physiological functioning. Research into the impact of texting on cortisol secretion is limited.
Aim: Thus study aimed to determine how receiving mobile text messages affected salivary cortisol concentrations and investigate the moderating effects of stress, anxiety and depression on cortisol secretion.
Setting: Undergraduate physiology students attending physiology lectures at the Faculty of Health Sciences, University of the Free State, 2016.
Methods: An experimental, crossover, quantitative design was used. Participants were involved over two consecutive days, receiving mobile text messages (intervention) on one day and acting as their own control on the other. Self-reported data on stress, anxiety, depression and subjective experience of the study, and saliva samples were collected. Text frequency and wording (neutral, positive, negative) were varied among participants.
Results: Forty-eight students participated in the study. Salivary cortisol concentrations did not differ significantly between the intervention and control days. High anxiety levels were associated with increased cortisol concentrations. No associations with cortisol concentrations were documented in low to moderate anxiety, stress, depression or how participants experienced the intervention. There were no significant differences between text frequency, text emotion and change in cortisol concentrations on the intervention day.
Conclusion: Receiving mobile text messages did not elicit a significant cortisol response in participants.
Contribution: Findings added to the body of knowledge about the effect of texting on student learning by measuring salivary cortisol concentrations in a lecture setting, with investigation into the moderating effects of stress, anxiety, depression and participants’ subjective experience.
... Use of e-devices by students enrolled in their first pharmacotherapeutics course may negatively impact academics [11]. Similarly, Kuznekoff and Titsworth demonstrated that students who used electronic devices for non-academic purposes during class had lower course grades compared to those who refrained from such behaviors [12]. In summary, the impact of electronic product usage on academic performance seems to be influenced by several factors, such as the nature of device use, self-regulation skills, and the educational context. ...
In the digital era, the reliance of college students on electronic devices for their learning activities has grown significantly. The growing reliance on this has raised worries regarding its impact on students' learning preferences and academic achievements. As a result, the current study seeks to investigate how the utilization of electronic devices affects college students' studying patterns and academic outcomes. To achieve this objective, a comprehensive investigation will be conducted using a combination of quantitative and qualitative methods to gather data from college students representing diverse disciplines and academic backgrounds. Furthermore, this study will analyze the potential merits and drawbacks of employing electronic devices in an academic setting. Additionally, the investigation will delve into diverse elements linked to how the utilization of electronic devices impacts academic performance, such as usage duration, types of applications utilized, and individual differences among students. The anticipated results of this research hold the potential to significantly enrich the knowledge about the impact of electronic devices on students' study habits and academic performance. The study findings indicate a notable association between excessive use of electronic devices and academic performance decline among contemporary college students. Moreover, the widespread prevalence and integration of electronic products have, to some extent, altered the learning approach and lifestyle of college students.
... More specifically, webcam-on students might also feel more accountable not to multitask when they are visible to their peers and instructor. Multitasking has been shown to consistently impair learning, both from text (Clinton-Lisell, 2021) and lectures (Barks et al., 2011;Kuznekoff & Titsworth, 2013;Sana et al., 2013). Attempts to intervene against media multitasking like drawing awareness to distracted behaviors or restricting access to distracting websites often have limited success (Biedermann et al., 2021). ...
... Ravizza, Uitvlugt, and Fenn (2017) aver that student who used laptops for activities unrelated to the class, such as browsing the internet or using social media may perform worse on comprehension tests compared to those who used laptops solely for academic purposes. Similarly, Kuznekoff and Titsworth (2013) believe that students who used laptops for non-academic purposes, such as online shopping or social networking during class may have lower grades and reduced understanding of the material presented. However, distractions, whether from multitasking, technological devices, environmental factors, or non-academic activities can have a detrimental effect on academic performance. ...
Time planning and academic performance in Ritman University, Ikot Ekpene, Akwa Ibom State Nigeria
... In addition, more and more people are relying on smartphones, relying only on smartphones for Internet access (Felisoni & Godoi, 2018). The idea that digital devices and the Internet have a lasting influence on how humans develop and socialize is an interesting one (Kuznekoff & Titsworth, 2013). As the time spent by young people online has doubled in the last decade and the debate about whether this shift is having a negative impact on children and youth is becoming increasingly heated (Wei et al., 2017). ...
This study aims to explain the influence of smartphones on student engagement in state university students in the city of Surabaya. This study used 85 total samples. This type of research is quantitative research using survey methods with the following stages; observation of research locations, preparation of questionnaires, distribution of questionnaires, validity testing, data collection, processing of research results, analysis of research results, discussion. The results showed that the influence of smartphones on student engagement was 0.057 or 5.7% with a significance of 0.028 <0.05. Test results t-table is greater than t-count, i.e. t-count = 2.232 ≥ (t-tab) = 1.989. it can be proven that there is a variable influence of smartphone use on student engagement in state university students in the city of Surabaya. This can be proven from the results of the t test, namely t count 2.232 greater than table 1.989 with a significance level of 0.028. This means that there is an influence on smartphone use on student engagement. Furthermore, when reviewed from the results of the Model Summary table on the R test square scored a coefficient of determination of 0.057 or 5.7%. This means that the variable smartphone use (X1) has a contributing influence on student engagement (Y) by 5.7% and the other 94.3% is influenced by other variables outside the variable of smartphone use.
... For this reason, it is not surprising to see learners compulsively checking their mobile devices but at the same time it is a behaviour that if left unchecked can result in a lack of attention to the tasks at hand. These distractions may take place in Although some people such as Prensky (2001) have argued that learners, and in particular younger learners, are skilled multitaskers, but this has been quite broadly challenged in the literature (Kuznekoff & Titsworth, 2013;Ophir et al., 2009), where attempting to multitask in classes by taking notes and attending to social media in class has been shown to have a marked decrease on their attention to the class. Needless to say, distractions are also an ongoing problem outside of the classroom as well, with learners often being distracted by their digital devices as they attempt to complete homework or study for tests (Flanigan & Kiewra, 2018). ...
With mobile phones now in the hands of virtually all of our learners, it is becoming increasingly
more difficult to imagine environments that do not include learning through mobile devices in even some small
capacity. The interest in mobile learning is reflected in the enormous number of publications which have
appeared over the past 10 to 15 years, but there are still questions about when, how, and why learners will choose
to use or not use mobile devices as a regular part of their learning (Stockwell, 2022). Furthermore, the
“disruptive” nature of mobile devices (see Hampel, 2019) has caused mixed reactions from teachers, some of
whom feel that they are a distraction in the classroom, while others see a shifting of responsibility to the learners
as a positive that can lead to autonomous behaviours that facilitate learning. Making the most of learning through
mobile learning is dependent upon understanding the expectations of teachers, learners, and administrators, and
to capitalise upon the affordances of the device, the learning ecology, and the short-term and long-term goals of
the learners. This paper explores how mobile learning can play a role both inside and outside of the classroom,
and the impact that it may have on both formal and informal learning opportunities. It includes a discussion of
the shifting roles of teachers and learners, and then going on to explore the myths associated with technology in
the development and sustainment of motivation and autonomy.
... The students who were using mobile phone during lecture were highly distracted and they were poor in recalling information. (H, Kuznekoff, & Titsworth, 2013). ...
Mobile phone is a great invention of the modern science which was invented for making our life easy and comfortable, but it is not only confined into benediction side, rater it has turned into addiction and malediction as well. It has become a worldwide problem. The hitch is being so accelerated that the future of our next generation is under a massive threat. Day by day the problem is growing severe. The university students, the future of our nation as well as the ordinary people of the world are also no exception of the addiction. Therefore, this study aims to identify the prevalence and extent of mobile addiction among university students so that how long in a day they use mobile phone can be identified. Besides, the study tries to explore the factors contributing to mobile addiction among them, in consequence the positive and negative aspects towards their education, physical and mental health can be recognized. Apart from these, the study examines the impact of mobile addiction on the academic performance, mental and physical health of university students as well. For the study quantitative and qualitative components have been implemented where a cross-sectional survey design is ensured. The quantitative aspect involves conducting a survey among 12 university students (6 public and 6 private universities) in Bangladesh to investigate the current situation of mobile device addiction on educational studies and psychological sound health. The survey conducted through online .To ensures a diverse representation of participants from various faculties and academic levels, a stratified random sampling method has been utilized for participant selection. As a result, it has been found that it carries both positive and negative aspects. But most of the students are impacted negatively. Consequently they are going to lose a good career, a sound physical and mental health and better life.
... Flurry Analytics report shows that 49% of heavy use associated to mobile addiction occurs on 18-24 years old. (KHALAFON, 2014) Because they were born immersed on digital technology, it is not surprising that digital natives see a smartphone as an essential artifact. The connectiveness and interactivity, define the postmodernity logic, and attributes to this device an almost, mythic character. ...
One of the cultural signs of contemporaneity is the intense relationship between youth and their mobile devices. In this context, mobile technologies, especially, notebooks and smartphones are used not just as a communication artifact, but as a space to mediate the face-to-face and virtual realities. This article intends to investigate the role those devices, considering their different uses have on college students' learning experience within the classroom. The research examines in what sense student’s behavior is changing by analyzing the relationship between different uses of mobile devices and students' learning habits inside the classroom.
... Tanil and Yong (2020) found that smartphone presence and phone conscious thought affects learning and memory recall. Additionally, Kuznekoff and Titsworth (2013) state that students who use their mobile phones during class tend to write down and remember less information than students who refrain from using phones in class. ...
Lectures on science and technology constitute one of the most noteworthy activities used to promote STEM-related degrees (Science, Technology, Engineering and Mathematics). This research seeks to identify the factors that pose an obstacle to promoting science and engineering via scientific and technical lectures to secondary school students, as well as their positive aspects, based on the experiences of teaching staff who conduct such lectures. An exploratory study consisting of 16 interviews was conducted with lecturers of different ages, qualifications and academic profiles at the University of Castilla-La Mancha (UCLM). The software ATLAS.ti was used to perform the qualitative analysis. The results of the interviews reveal obstacles related to secondary schools, the speakers, and the university environment, mainly focusing on organisational aspects. Similarly, positive aspects have been found with regard to students, speakers, the University and society in general, all of which are geared towards promoting these studies and communicating scientific knowledge. The main conclusion drawn from this study is that science and technology lectures may be a good outreach tool, but they require greater organisational and institutional support.
... They argued that high levels of Facebook use do not necessarily lead to lower academic achievement. Additionally,Kuznekoff and Titsworth (2013) demonstrated that mobile phone usage during class time, which often includes social media engagement, negatively affects student learning and academic performance. Lastly, ...
Social media has become integral to people's lives; revolutionizing communication and providing opportunities to learn about societal trends and issues. This study aimed to examine the influence of social media on the academic performance of junior high school students in Marawi City, Lanao Del Sur, Philippines during the 2022-2023 academic year. It employed a descriptive-correlational research approach to explore the impact of social media usage on academic socialization, entertainment, and informative aspects and its association with academic performance. The study used simple random sampling to select junior high school students from the target school. The findings indicated that students utilized social media for various purposes, including conducting research, problem-solving, peer interaction, curriculum understanding, and collaborative learning. Participants agreed that social media positively influenced their academic, socialization, entertainment, and informative experiences. However, no significant correlation was found between social media usage and academic performance. As a result, educators encourage the responsible use of social media in students' learning processes. At the same time, school administrators should support teachers in integrating social media into their instructional approaches and classroom activities.
... Lectures and peer presentations have been reported as the learning activities during which students felt the least engaged and were inclined to multitask . In this context, the primary undesired effects of laptop use during lectures are distraction and multitasking (Fried, 2008;Ravizza et al., 2014), and this use interferes with learning (Kuznekoff and Titsworth, 2013;Rosen et al., 2011). ...
Multitasking activities among students using various technological devices is common during lectures, and many studies have demonstrated their deleterious effects on various learning outcomes. In contrast, fewer studies have examined ways to reduce multitasking and stimulate engagement in learning. The present study provides an educational strategy to reduce student multitasking during lectures by displaying the teacher’s slideshow on the students’ devices. In the control condition, students visualized the teacher’s slideshow only on the lecture hall screen by means of a video projector. In the experimental condition they also had the possibility to visualize the teacher’s slideshow on their own device in real time. Independently of the students’ level of knowledge and their location in the lecture hall, results revealed that fewer multitasking activities were performed and affective engagement was higher in the experimental than in the control condition. Furthermore, the relationship between slideshow display and affective engagement was mediated by the number of multitasking activities. These findings demonstrate a useful strategy to prevent multitasking during lectures and to promote engagement in learning among students using a digital environment in which the teacher’s slideshow is synchronized on the students’ devices.
... Wei et al. (2014) indicate that multi-tasking behavior of mobile phones (including making calls, sending messages, browsing the websites, playing games, browsing social networking sites such as Facebook, etc.) will reduce the quality of lectures and affect academic achievement. The researchers Kuznekoff and Titsworth (2013) divided the students into three groups to organize experiments to control the frequency of their receiving messages. The results show that the test scores of students who did not receive the messages group are significantly higher than the other two groups. ...
... Previous literatures suggest that overuse of smartphone become another type of drug that rapidly captures the entire world (Shambare, 2012;Rajak et al., 2022). A study by Kuznekoff and Titsworth (2013) observed that SU could not retain lecture and score well compared to those not actively using smartphones. A large study revealed that SU and AP have a negative association (Froese et al., 2012l;Bjornsen and Archer, 2015;Lawson and Henderson, 2015;Samaha and Hawi, 2016). ...
Pandemic has compelled the entire world to change their way of life and work. To control the infection rate, academic institutes deliver education online similarly. At least one smartphone is available in every home, and students use their smartphones to attend class. The study investigates the link between smartphone usage (SU) and academic performance (AP) during the pandemic. 490 data were obtained from various institutions and undergraduate students using stratified random sampling. These components were identified using factor analysis and descriptive methods, while the relationship of SU and AP based on gender classification was tested using Smart-PLS-SEM. The findings show that SU has a substantial relationship with academic success, whether done in class or outside of it. Even yet, the study found that SU and AP significantly impact both male and female students. Furthermore, the research focuses on SU outside and within the classroom to improve students' AP.
... Computers and Internet resources have become an integral part of the educational process, so more easy-to-use and effective devices are emerging that open up wide opportunities for the development of mobile learning. It is worth noting that mobile devices are cheaper than desktop PCs and are a cheaper means of accessing Internet resources [4]. ...
... In addition to these, the inclusion of students in multiple tasks aimed at the course leading to focus problems, it also leads to the lack of necessary care required by courses requiring more detailed content, a drop in participation in multitasking and a drop in the tendency to remain on task, a drop in cognitive performance personally, and lack of free time to learn new things and participate in different activities (Wood, et al., 2012;Bellur, et al., 2015). In addition, performing activities such as writing messages, reading and commenting via social media during online lessons can be distracting for students (Wei, et al., 2012;Kuznekoff and Titsworth, 2013). Another negative aspect of the use of social media tools in terms of educational and academic performance is that the rate of use of internet and social media tools outside the objectives of the students increases and this situation causes the students to lose motivation and their academic grades to decline (Michikyan, et al., 2015;Giunchiglia, et al., 2018;Chang, et al., 2019;Evers, et al., 2020;Spence, et al., 2020;Whelan, et al., 2020). ...
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... Additionally, the study of Mahmood noticed that students access social media platforms, apps, and websites through their smartphones, which improves their learning process [31]. The value of cellphones increased along with the development of mobile learning tools and electronic libraries, which also boosted students' informationseeking habits [32]. Other research projects have been conducted to evaluate the effects of ICT in the field of education. ...
The current descriptive-correlational study focused on the role of socio-demographic profile, family structure, and parental involvement on the student’s academic achievement in science during the Modular Distance Education at Bugallon Integrated School. Correlation analysis showed that gender is highly related to the students’ final grade in science (r = 0.167, p < 0.05), number of devices available is highly related to final grade in science (r = 0.326, p < 0.01), and internet usage is highly related to final grade in science (r = 0.245, p < 0.01). For parents’ socio-demographic characteristics, correlation analysis showed that income is positively highly related to the students’ final grade in science (r = 0.241, p < 0.01), father’s educational attainment is positively related to the students’ final grade in science (r = 0.191, p < 0.05), and mother’s educational attainment is positively highly related to the students’ final grade in science (r = 0.332, p < 0.01). The student's Family Structure was not significantly related to the students’ final grade in science. The number of learners in household was also not significantly related to science grade.
For parental involvement, retrieval of student’s modules in school (r = 0.251, p < 0.01), enquiring the teachers on the student’s performance in their modules (r = 0.217, p < 0.01), encouraging the student to do their performance task (r = 0.390, p < 0.01), monitoring the student’s television watching habit and playing games (r = 0.272, p < 0.01), and involving the student in decision making regarding their education (r = 0.220, p < 0.01) were the only significantly related to academic achievement in science as manifested by science grade which was shown by the correlation analysis. Further, the study did not show any significant difference between the family structure (living with whom), and students’ final grade in science.
... It has also been found that students whose attention was split between multiple tasks could easily miss significant details, and accordingly demonstrate poor school achievement [54]. In a similar study, Kuznekoff and Titsworth [55] noted that when students used mobile phones in class, they tended to write down and remember less information. Accordingly, this study hypothesizes that smartphone addiction could have a negative effect on students' attention in EFL class (Hypothesis 1). ...
In this study, a research model comprising four variables (loneliness, smartphone addiction, sleep quality, and students’ attention in English as a foreign language class) was proposed and statistically examined. Previous literature has appeared to neglect these variables, which are considered to be essential to understanding students’ attention in EFL (English as a foreign language) class among college students. A total of 587 undergraduate students were recruited from a university in Taiwan to participate in the present study. The technique of structural equation modeling was adopted to test the hypotheses in the conceptual model. The findings of this study are: (1) smartphone addiction has a significant negative impact on students’ attention in EFL class; (2) smartphone addiction has a significant negative impact on sleep quality; (3) sleep quality has a significant positive impact on students’ attention in EFL class; (4) sleep quality partially mediates the relationship between smartphone addiction and students’ attention in EFL class; (5) loneliness has a significant positive effect on smartphone addiction. The results can enrich the present literature in the psychology of attention and mobile technology by providing an insight into the dynamics of these four variables.
... Berdasarkan studi literatur terhadap penggunaan telepon genggam di dalam pembelajaran, Valk dkk., (2010) menemukan bahwa telepon genggam ternyata dapat menjadi media yang dianggap mampu Mengembangkan hasil belajar dari peserta didik. Sebagaimana penelitian lain yang dilakukan oleh Kuznekoff & Titsworth, (2013) menunjukkan bahwa peserta didik yang menggunakan telepon genggam ternyata tidak dapat mengingat pelajaran sebanyak peserta didik yang tidak menggunakan telepon genggam selama pembelajaran. Hal ini menunjukkan bahwa masih banyak peserta didik yang tidak menggunakan telepon genggamnya dengan maksimal dan menggunakan aplikasi-aplikasi yang tidak memiliki nilai edukasi. ...
This research was conducted with the aim of producing Instagram content as an Authentic Problem-based science learning media to improve scientific literacy of junior high school students. This research is a development research, where the research and development steps are carried out using the ADDIE model. The feasibility of the development carried out is seen from its practicality and effectiveness. Where the average value of RPP implementation for 5 meetings is 3.84 in the very good category with a reliability of 0.69 in the high category. Then the scientific literacy obtained an N-gain score of 0.60 in the medium category. Then after carrying out the normality test and homogeneity test, the t test for scientific literacy was continued with the results of sig. pretest of 0,596 and sig. posttest of 0.949. So Ho is rejected and Ha is accepted. So the conclusion is that there is a significant difference in the value of the treatment with media content and without media content.Keywords: instagram, authentic problem, scientific literacy. ABSTRAKPenelitian ini dilakukan dengan tujuan menghasilkan konten instagram sebagai media pembelajaran IPA berbasis Authentic Problem untuk meningkatkan literasi sains peserta didik SMP. Penelitian ini merupakan penelitian pengembangan, dimana langkah-langkah penelitian dan pengembangan yang dilakukan menggunakan model ADDIE kelayakan pengembangan yang dilakukan dilihat dari kepraktisan dan keefektivan. Dimana nilai rerata keterlaksanaan RPP selama 5 pertemuan sebesar 3,84 berkategori sangat baik dengan reliabilitas sebesar 0,69 berkategori tinggi. Kemudian pada literasi sains diperoleh skor N-gain sebesar 0,60 dengan kategori sedang.Lalu setelah melakukan uji normalitas dan uji homogenitas maka dilanjutkan uji t untuk literasi sains dengan hasil sig. pretest sebesar 0,596 dan sig. posttest sebesar 0,949. Maka Ho ditolak dan Ha diterima. Jadi kesimpulannya terdapat perbedaan nilai yang signifikan terhadap perlakuan dengan konten media dan tanpa konten media.Kata kunci: instagram, authentic problem, literasi sains.
... These data show that students were less accustomed to discussing with the faculty, similar to Chang et al. (2014) [27]. The problem of using mobile phones in the course still affected the students' engagement, as Kuznekoffc and Titsworth (2013) found [28]. The score of SE8 is 3.99, which is different from the traditional courses in civil engineering. ...
The civil engineering educators focused on implementing interdisciplinary learning in artificial intelligence (AI) based on a more innovative application of construction requirements. However, only a few pieces of literature discussed the educational learning efficiency and feedback for this trend. Hence, this study surveyed the 237 data from eight universities that issued the interdisciplinary courses. The factors were modified from the scales in science, technology, engineering, and mathematics education. Further, the descriptive analysis was used to explain this situation in Taiwan. A novel approach based on data envelopment analysis and Mahalanobis distance approaches was proposed to solve this problem. The advantages of the proposed approach were discussed and compared with traditional method. Based on the student gains in the interdisciplinary courses, three groups were clustered and compared. The feedback of a high-input and low-efficiency student group was suggested for improving learning strategies. The sensitivity analysis of this special group showed that effective teaching practice is the key factor in the artificial intelligence courses for civil engineering students. These students may increase technical efficiency by 37% by paying 21% inputs. Therefore, this paper provided a useful and easy approach to make learning strategies for non-informatics students in AI learning.
... In [7] , the authors explored the effect of using a mobile phone on students' learning during a class lecture. The individuals in three separate study groups (control, low distraction, and high distraction) watched a video lecture, took notes on the lecture, and completed two learning assessments after watching the lecture. ...
In last years, the use of cell phones has reached new heights. This inflfluences teaching methods at universities. The integration of mobile technologies into the teaching process can encourage the students to be more involved in the online learning process.The main challenges of mobile learning can be summarized in the changing attitudes in the educational fifield, being able to develop adequate pedagogical frameworks, good design (pedagogical and visual) and providing the right methods to control the involvement of the learners.Although mobile devices are highly present in the daily life of learners and trainers, the use of these technologies in distance education appears to still be low. The objective of this research is to measure the involvement of the students who are using smartphones compared to those who are using desktop computers by monitoring the learner’s activity on the platform.To carry out this research, we used three Moodle distance-learning platforms from Ibn Tofail University to collect data. This data was processed by machine learning algorithms in an effort to see a link between the use of the mobile and the involvement of a student in an online learning.
... clearly, those who are mindful and communicate with awareness of their environment seek to find ways to learn without the distraction of mobile devices. this is consistent with previous research on the distracted nature that mobile devices introduce in class (Kuznekoff & titsworth, 2013). ...
the modern university is bursting with technology, mobile devices, and other mindless distractions, yet few empirical studies have investigated mindfulness and its role in the instructional environment. the five-facet mindfulness questionnaire was associated with instructional communication measures using a sample of college students. Multiple regression and canonical correlations were conducted. results indicated a positive relationship with mindfulness and interaction involvement , learner empowerment, and perceptions of mobile-phone use. A negative relationship was found with mindful-ness and boredom proneness, but no relationship with mind-fulness and connected classroom climate.
... Multitasking with mobile phones can disrupt both classroom learning and studying (for review, see Chen & Yan, 2016). In one study, participants who were assigned to not use their phones during a video lecture took more detailed notes and performed better on a multiple-choice exam than participants who were allowed to use their phones (Kuznekoff & Titsworth, 2013). Findings such as these have also led many instructors to ban the use of mobile phones in class. ...
Digital technologies have changed the everyday use of human memory. When information is saved or made readily available online, there is less need to encode or maintain access to that information within the biological structures of memory. People increasingly depend on the Internet and various digital devices to learn and remember, but the implications and consequences of this dependence remain largely unknown. The present chapter provides an overview of research to date on memory in the digital age. It focuses in particular on issues related to transactive memory, cognitive offloading, photo taking, social media use, and learning in the classroom.
... Its influence has a detrimental impact on other essential tasks of everyday living (Park & Lee, 2012). The majority of the literature on the association between problematic smartphone use and academic achievement finds varied degrees of negative consequences (Kuznekoff & Titsworth, 2013;Li et al., 2015;Longnecker, 2017;Mendoza et al., 2018;Olufadi, 2015;Rozgonjuk et al., 2018). Previous study indicates that excessive smartphone use in the classroom might have a negative impact on academic achievement. ...
... Handphone menjadi hal yang berguna jika dimanfaatkan dengan benar, namun jika handphone dimanfaatkan tidak sesuai fungsinya maka akan berdampak negatif. Perhatian bagi banyak guru adalah gangguan yang disebabkan oleh siswa yang menggunakan perangkat seluler mereka untuk mengirim pesan teks, bermain game, memeriksa Facebook, atau terlibat dalam aktivitas lain yang tersedia bagi mereka di media digital yang berkembang pesat (Kuznekoff & Titsworth, 2013). Wawancara kami dengan partisipan terungkap bahwa ketika belajar di rumah, siswa memegang buku sedangkan ponsel disampingnya. ...
The rapid advancement of information and communication technology affects every aspect of human life. The field of education is no exception. For communication purposes, cellphones can have positive and negative effects on student learning activities. The purpose of this study was to determine the effect of using mobile phones on the learning activities of junior high school students in Jakarta. This study uses a qualitative method. An interview study was used to explore the impact of cell phone use on ten students. This study produces data that the use of mobile phones affects student learning activities in high school. From 10 respondents, it can be assumed that the use of mobile phones with an average duration of 2 hours greatly affects student learning activities. But cell phones also have a bad impact. Among them, it interferes with eye health, makes students forget time to study, and sees pictures that are inappropriate for students to see. The fact states that 100 percent of students are dependent on cellphones.
... Students also use social media sites and applications, online libraries and portals on their phones to help them learn effectively (Mahmood et al., 2014). The growing popularity and development of mobile learning resources and electronic libraries have increased the usefulness of smartphones and improved student information-seeking behavior Kuznekoff and Titsworth, 2013). ...
Students are the primary users and recipients of smartphones and their persuasiveness has an impact on the general public. Several studies have found that there is a strong relationship between the use of smartphones and educational performance, as it led to behaviors that impair students' careers and learning habits. However, these studies only looked at smartphone usage patterns and presented a limited number of them. It is being proposed that the gap can be bridged by integrating smartphone usage and academic performance to keep track of users. The study involved 90 students in selected secondary schools in Sokoto State. According to the study, elements such as design functionality, design appeal, and design navigation influence students’ use of smartphones. Students are more likely to utilize their smartphones if they can quickly download pages, access e-learning systems and navigate between pages. It was also discovered that secondary school students in Sokoto frequently used their smartphones for some school learning activities, enhancing the perceived value of utilizing a smartphone for learning. They use their smartphones to access and share learning resources, chat with classmates and teachers, look up solutions to tasks, and even learn new things at any time from anywhere. In general, the study shows that using smartphones for learning improves general knowledge and has a good impact on secondary school students' academic performance.
... Similarly, many laptop users spend about 50% of typical class periods using their computer for off-task purposes (Ragan et al., 2014;Ravizza et al., 2017). These digital distraction habits contribute to a variety of negative outcomes for students, including reduced note-taking (Flanigan & Titsworth, 2020;Kuznekoff & Titsworth, 2013), performance on quizzes based on lecture content (Demirbilek & Talan, 2018;Flanigan & Titsworth, 2020), course grades (Bjornsen & Archer, 2015;Kates et al., 2018), and cumulative GPA . ...
The present study investigated how course policies and enforcement strategies designed to curb classroom digital distraction affect undergraduates' perceptions of student-instructor rapport. Data gathered from online surveys completed by undergraduates at four United States universities revealed that student perceptions of rapport can be influenced by digital distraction prevention. Participants endorsed course technology policies that are developed in collaboration between students and instructors and that are targeted at curbing the use of digital devices for social, rather than educational, purposes. Findings indicate that such policies can improve student buy-in and improve student perceptions of rapport. Although participants identified confrontational enforcement strategies (e.g., calling students out, grade reductions, phone confiscation) as most effective for reducing the amount of digital distraction during class when policies are violated, these strategies were also identified as being most harmful to their perceptions of rapport with instructors. Despite regularly using devices for off-task purposes during class, most participants are not worried about getting caught because they do not believe their instructors are particularly concerned about the amount of ongoing digital distraction in the classroom. Recommendations for addressing student digital distraction while protecting the quality of student-instructor rapport are provided through the lens of self-determination theory.
... The negative association between cell phone use and course comprehension is consistent with previous studies (see e.g. De Shields & Riley, 2019;Kuznekoff & Titsworth, 2013). This finding adds to the growing body of literature that suggests that distracted students perform worse in the classroom. ...
The present study explores the impact of smartphone use on course comprehension and the psychological well-being of students during class. Students in four classes (N = 106) were assigned to either a control group or quasi-experimental group. Students in the quasi-experimental group were instructed to place their smartphones on the front desk upon entering the class, while the control group had no instructions regarding smartphone use. Students filled out a brief survey about their course comprehension and psychological state (anxiety and mindfulness) during class. Results indicated that students whose smartphones were physically removed during class had higher levels of course comprehension, lower levels of anxiety, and higher levels of mindfulness than the control group. This study gives a comprehensive picture of the impact of smartphone use on students’ psychological well-being in the classroom. The findings can aide educators in curriculum design that reduces technology use in order to improve the student learning experience.
... Research has shown that students perform better without technology-based distractions. Kuznekoff and Titsworth (2013) found that students took better notes and scored better on an assessment when they did not have access to their cell phones. Beland and Murphy (2015) also reported that test scores improved when mobile phones were banned from schools. ...
This manuscript discusses the effects of social media and technology usage on adolescents and their emotional and social development and provides recommendations for family and consumer sciences (FCS) professionals. Today's adolescents have been exposed to technology since childhood, and this exposure has led to several effects-both positive and negative. The paper will explain aspects of adolescent development, the implications that technology usage has on this development, and strategies for parents and professionals in promoting positive and safe social media and technology use among their adolescents or those with whom they work. Lastly, the paper will highlight the importance of the FCS profession and how we can address this issue.
... However, other authors have highlighted the potential negative effects of the use of these devices in the classroom, including distraction, cyber bullying, cheating, etc. (End et al., 2010;Shelton et al., 2011;Kuznekoff & Titsworth, 2013;Spitzer, 2014). ...
The use of mobile phones by the so-called millennials (population under the age of 34) has resulted in behavioural changes, while also affecting how they approach their university experience. Despite the advantages of the invasion of ICTs in educational centres, many studies have examined the relationship between mobile phone use in classrooms and its effects on the student’s academic performance. A quantitative study based on a questionnaire was conducted in person, using a sample of 580 students from public and private universities and in various degree courses, permitting the determination of a student typology based on how they perceive mobile phone use during learning periods and any possible repercussions on their academic performance. The results suggested the existence of two university student groups having distinct profiles, according to field of study (social science or experimental science), the university in which they were enrolled (public or private) and the degree of self-control and responsibility expressed by each student with regard to mobile phone use during learning periods (students who are more permissive with their use of ICT in the classroom and who do not believe that this use negatively affects their studies and, students who demonstrate a more conscious and responsible behaviour and claim to introduce more self-control mechanisms to limit mobile phone use while in the classroom and when studying).
p>There is an idea that modern young people who grew up surrounded by digital devices spontaneously master digital skills, and their formation does not require special attention from the school. Teachers' observations and research results show that this is not the case. Most schoolchildren are not able to effectively solve problems in the digital environment, for example, correctly construct a search query, or ensure their information security. The purpose of the study presented in the article is to assess the relationship of digital literacy, including its individual components (for example, the ability to work with information in a digital environment), with some cognitive characteristics of students. In particular, the relationship of digital literacy with the features of cognitive control of students is considered, taking into account the frequency and specifics of the activity of using digital devices. The study is based on data from the assessment of the level of digital literacy by the developed measurement tool on a sample of 4,700 students in grades 7 and 8 of schools in 5 regions of Russia in the fall of 2022.</p
The pictures in our devices act as an extension of our memory and as a visual key to trigger past experiences or as a clue to remember something in the future (like when we take a picture to recall an address). One of the places in which it is very likely that we will take photographs is a museum. This thesis seeks to explore the current interaction between art museum exhibitions and the contemporary visitor. The aim is to understand the current status of this interaction, its implications and impacts, and the possibilities of an intervention from a design perspective.
The article presents the results of the theoretical analysis of the use of educational web-sites as an additional online resource in the educational process of English learning. The goal of the article is to consider the didactic potential of using educational web-sites for the formation of English communicative competency of high school students of general secondary education institutions nowadays. A number of scientific methods were used to realize the goal of the research, the most important of which are: theoretical analysis of scientific and methodological literature on the problems of using information and communication technologies in the educational process of foreign languages; system analysis in order to study the functional capabilities of educational web-sites; the sampling method, which contributed to the rapid processing of information in order to single out certain communicative tasks offered by educational websites for their analysis. Results. According to the results of the study, the advantages of educational websites for improving educational results in the subject «The English language» of students of education were determined. The author notes that the introduction of innovative technologies makes it possible to solve effectively such problems as strengthening the role of self-education of high school students, changing the pedagogical methods, introducing the active methods and modern information technologies. In conclusions the author states that the English educational web-sites should be used both for self-education of high school students, individual or group classes with a tutor, and as a supplement to the basic educational subject «The English language» in high schools. Finally, the author concludes that English teachers have to encourage their students in practicing the exercises from the educational web-sites as much as possible since this is the wright way of developing the communicative competencies in listening, speaking, reading and writing.
Fear of Missing Out (FoMO) is defined as an individual's fear and panic that others may be having more satisfying and rewarding experiences than they are, and the desire to constantly stay connected to what others are doing. It is known to be an important mediating variable in predicting the negative consequences of overuse of social networking sites. In terms of negative consequences, it is also suggested that it has an impact on university students' learning approaches. However, the heterogeneity of FoMO among individuals with different learning approaches has not yet been clarified. Therefore, in this study, latent profile analysis (LPA) was conducted to reveal hidden profiles of university students in terms of learning approaches and FoMO according to the frequency of checking the smartphone during studying. The participants consisted of 1122 university students studying at a state university in Turkey. The study used the Revised Study Process Questionnaire (R-SPQ-2F) to assess deep and surface learning approaches and the Fear of Missing Out Scale (FoMOs) to measure FoMO level. The findings indicate that there are low but significant relationships between the variables. LPA revealed four profiles among university students according to the incidences. The profiles were discussed in the light of the literature.
Este artigo aborda o tema do uso do smartphones nas escolas, analisando os benefícios, desafios e sobre a tecnologia da informação como estrategias educacionais relacionados a essa prática. Com o avanço da tecnologia móvel, o smartphones se tornou um dispositivo amplamente utilizado pelos estudantes. Neste artigo, são apresentados estudos e pesquisas que exploram os benefícios do uso do smartphones na aprendizagem, como o acesso rápido a informações, a personalização do processo educacional e a promoção da colaboração entre os alunos. No entanto, também são discutidos os desafios, como o uso inadequado, a distração e os problemas de segurança. São perspectivas educacionais para o uso do smartphones de forma produtiva e responsável, enfatizando a importância de políticas escolares claras e do envolvimento dos educadores. O estudo busca compreender como os alunos percebem e pretendem utilizar seus smartphones, explorando fatores que afetam suas interações comportamentais. A pesquisa utiliza como referencial teórico o modelo de aceitação de tecnologia e a teoria do comportamento planejado. Inicialmente se fez uma revisão da literatura sobre os tipos e métodos de pesquisa e, em especial, sobre o estudo de caso como uma estratégia de pesquisa qualitativa para, na sequência, se propor um esquema teórico das etapas que compõem o estudo de caso de forma integrada aos testes e táticas para se viabilizar a validação do estudo, com a utilização de um questionário respondido pelos alunos, observação e tabulação dos dados. Conclui-se com reflexões sobre a motivação dos resultados para a promoção de um uso consciente e saudável do smartphone entre os alunos.
The use of smart technology (ST) has dramatically increased in recent years, with smartphones and tablets affording use in all locations and for innumerable purposes. Consequently, we relate differently to our surroundings – a condition we refer to as 'offline neglect'. This paper reports the results of a qualitative, small-scale project investigating how informants from three European capital cities, Vilnius, Lithuania, Madrid, Spain, and Copenhagen, Denmark, perceive the changes associated with ST-induced offline neglect in the daily navigation of their physical and social environments. Our informants were generally quite verbose about the unwanted side effects of excessive phone use, especially on social relations. Nevertheless, most informants reported experiencing trouble with limiting their ST use although they did point to avoidance strategies. Based on our data, we introduce and discuss the concept of 'reachability' as crucial to understanding the effects of ST use on the social environment.
The integration of technology in contemporary education has brought forth numerous benefits and opportunities for innovative learning experiences. However, this technological advancement has also given rise to a host of challenges, particularly in the form of technological distractions. This essay offers a comprehensive examination of the impact of technological distractions on modern education, exploring their multifaceted effects on academic performance, cognitive processes, and classroom dynamics. It delves into the implications of these distractions for both students and educators and analyzes the ways in which these disruptions can hinder effective learning. Additionally, the essay discusses various strategies and approaches that can be employed to manage and mitigate the negative consequences of technological distractions, fostering a conducive learning environment that balances technology's advantages with its potential drawbacks. Through an exploration of empirical studies and scholarly insights, this essay aims to shed light on the complex issue of technological distractions and provide valuable insights into managing them in the context of contemporary education.
This study explores the significance of mobile phone usage in English language learning among students at the National University of Modern Languages. By administering an open-ended questionnaire to a sample of 100 Pakistani students enrolled in Advanced English for the Master of English program, the research investigates how smartphones are used, the attitudes and behaviors of students, and the challenges encountered in utilizing mobile technology within the learning environment. The findings demonstrate that smartphones play a crucial role in enhancing students’ English language learning, as most participants express a positive view regarding their use in language instruction. This research presents a novel teaching approach for ESL students, underscoring the importance of a robust pedagogical foundation and appropriate training. Additionally, the study suggests the need for further exploration through experimental studies to examine the efficacy of smartphones in English language learning. The outcomes of this study contribute to a comprehensive understanding of the effective integration of mobile technology in ESL education, providing valuable insights for educators and researchers in the field.
At the end of 2019, with the emergence of a new type of coronavirus called Covid 19, the world underwent extensive and profound changes in various areas of human life. One of the aspects that has been strongly affected by this phenomenon is the field of education and learning; with the spread of the Covid Pandemic, followed by the abolition of traditional and face-to-face education, e-learning became one of the most important methods of education in the world. The learning of this method was such that for the first time in the history of the world, almost all teachers and educators taught virtually, and all learners also taught virtually. Meanwhile, the beginning and continuation of e-learning due to the conflict of countries with this sudden and widespread phenomenon that involved all sectors of a country from industry to education faced many challenges. Lack of necessary infrastructure, economic, cultural, technical problems, etc. are among them. In the field of education and in particular, one of the challenges of e-learning is the student not being seen while teaching in the virtual classroom and the lack of two-way interactions between teacher and student and, consequently, their distraction. This phenomenon is called digital distraction. E-learning has given rise to digital distraction as a pervasive phenomenon as learning environments evolve. The implementation of all traditional classrooms virtually, which has naturally been accompanied by a reduction in the supervision of professors and teachers, has exacerbated this problem. Unintentional use of electronic devices can be a source of digital distraction. On the other hand, studies have shown that people who use 1. Associate Professor,
Integration is always an issue with new technology, and this one is no exception. Amid the pandemic, many education researchers are still questioning whether online learning environments help students become more creative and improve their writing skills. This study uses mixed research methods and aims to examine student engagement in writing using weblogs during COVID 19. Twenty-three online students at computer science faculty of universitas al Asyariah Mandar in Indonesia were treated using weblogs to identify those who were actively involved in their online learning experiences. Furthermore, the researcher uses several indicators to assess this writing, starting from grammar, critical thinking, content of writing, and argumentation. The aim is to gain a comprehensive understanding of how EFL students in the higher education landscape view online learning through weblogs. Analysis of student feedback was carried out quantitatively. The findings of this study explain how EFL students view online learning as the main means of teaching and learning during this critical period. The results showed that by navigating new digital genres such as weblogs, students' engagement and creativity were demonstrated in their behavior during writing. Teaching writing using the internet, which has been shown to have a positive impact on writing, has taken a new direction. Weblogs are used to teach writing, which helps students improve their writing skills, behaviour and creativity.
The development of information technology applications has brought great benefits in many fields, from production, and business to education. In the time of Covid-19, it has been applied to healthcare and public health. Not only in the world has the strong development of remote healthcare applications, but in Vietnam, in the 2 years since the spread of the Covid-19 pandemic, there has also been a rapid development of medical and monitoring services for remote healthcare. Connecting with doctors and medical staff remotely is also considered a solution to limit the spread of the Covid-19 pandemic and make users more secure. The combination of medical knowledge with technology applications has brought a lot of benefits to people as well as reduced the load on medical and healthcare centers. Mobile medical services are a necessary and convenient solution in remote healthcare applications. It will be a growing trend in the near future. The research is divided into 3 main parts, including a theoretical basis, research results, and suggested implications.KeywordsMobile devicesMobile healthcareTelehealthmHealth
Research indicates a general increase in smartphone ownership, with the student population being the leading proportion. Among other notable effects of this change could be an enhanced collaboration between learners and lecturers on the one hand, and an increase in sleep deprivation and attention deficits in students on the other hand. Such unsettling revelations call for the investigation of the impact of smartphones on learning outcomes. This paper investigates the impact of smartphones on students’ creativity. Based on the interactions and outcomes theory, the study assesses how smartphone-facilitated processes, person-to-smartphone interaction, and smartphone-enabled environment affect students’ creativity. A hundred and five (105) students at a South African university were surveyed using online questionnaires. General Linear Model (GLM) MANOVA was used as the analysis method. The results reveal that only smartphone facilitated processes and student-to-smartphone interaction significantly affect student creativity. This signals smartphones’ potential in setting a learning environment supporting student creativity at the individual level. Universities could leverage this potential to design better learning management systems that integrate smartphones to improve learning outcomes.
Most of our current university student cohort, known as GenZ, have grown-up in a digitally connected world with access to various technological devices and social-media platforms. While technology can assist to engage students, in the learning environment many students spend a significant amount of time switching between devices engaging in non-learning activities. This results in decreased engagement which can adversely affect their academic performance. Conversely, students who can self-regulate their technology usage are more likely to be engaged in the learning process. Mindfulness is a strategy that can encourage students to self-regulate their thoughts and behaviours to stay on task. Previous research has focused on student’s in-class technology usage, self-regulation and mindfulness to enhance engagement. This study adds to current research by investigating short mindfulness practices in a higher education first year business degree. The paper examines the usefulness of two mindfulness interventions to encourage students to self-regulate their in-class technology use and enhance engagement. Using a critical realist lens, the paper incorporates quantitative and qualitative data analyses through student surveys and focus groups. Twenty-nine first year undergraduate students were exposed to the mindfulness interventions. Results indicate the mindfulness interventions improved students’ ability to self-regulate, contributing to student engagement and feeling connected at university.
This study was intended to find out the College Students' level of Educational Usage of Mobile Phones. Normative Survey method is adopted. Random sampling technique was used in the selection of the sample for 200 College Students from Cuddalore district of Tamilnadu, India. Findings of the study indicates that College Students have moderate level of Educational Usage of Mobile Phones.
Smartphones and other mobile-related technologies are commonly viewed as indispensable tools for enhancing human cognition; prolonged use of these devices may have a detrimental and long-term effect on users’ abilities to think, recall, and pay attention. The purpose of this study is to determine the effect of phone usage on people’s cognitive capacities. Excessive smartphone use may have a detrimental effect on an individual’s mental health. It has the ability to affect an individual’s memory, capacity for effective thought, and cognitive and learning capacities. The purpose of this study is to determine the effect of smartphone use on people’s cognitive abilities. Excessive smartphone use and cognitive failures were measured using the Smartphone Addiction Scale (Kwon et al., 2013) and the Cognitive Failures Questionnaire (Broadbent et al., 1982; revised by Wallace et al., 2002), which were used to collect data from 200 young adults using a purposive sampling strategy. Pearson’s product-moment correlation was used to measure the strength of the relationship between the variables, and regression analysis was used to measure the function relating to the variables. The results of the study conclude that excessive smartphone use is related to forgetfulness, distractibility, and false triggering. Hence, it can be concluded that excessive use of smartphones may be prone to cognitive failures such as forgetfulness, distractibility, and false triggering. Excessive smartphone use has been linked to a higher risk of cognitive impairment.
Purpose
This paper aims to investigate whether the effects of children's current learning are related to their learning efficiency and behavior when they are exposed to two different gaming media.
Design/methodology/approach
In this paper the authors used a quasi-experimental design to determine whether game-based learning can be improved by using mobile devices equipped with augmented reality (AR).
Findings
The control group using the card game was careful to find the correct answer, with the intention of “obtaining the maximum score with the highest rate of correctness,” whereas the experimental group using the AR board game played aggressively by “obtaining the maximum score with the highest number.”
Research limitations/implications
Although integrating an AR board game into the curriculum is an effective approach, the need to implement such a game in response to different learning attitudes and behaviors of students should be addressed.
Practical implications
Depending on the learning situation, different teaching methods and aids can be used to help students effectively learn. The recommendations based on this experiment can broaden the teaching field and allow for a wider range of experimental studies.
Originality/value
Learning behavior was observed, and user attention was interpreted using MindWave Mobile.
As more secondary students with learning disabilities (LD) enroll in advanced content‐area classes and are expected to pass state exams, they are faced with the challenge of mastering difficult concepts and abstract vocabulary while learning content. Once in these classes, students must learn from lectures that move at a quick pace, record accurate and complete notes, and then demonstrate their mastery of the content on tests. This article provides an overview of the challenges faced by students with LD in content‐area classes and discusses the problems that students have learning from lectures and recording notes. Further, the article discusses theory and research related to note‐taking and presents note‐taking interventions that teachers can use to help students improve their note‐taking skills, and ultimately, improve their achievement in these classes.
This article frames and theorises the nature of adolescents’ informal experiences in Web 2.0 environments to articulate their fit or misfit with current conceptions of school education and educational practices. Adolescents are increasingly active Web 2.0 users. However, the traditional research and education communities have been slow to respond to the rapid emergence of the digital generational culture. Adolescents’ new ways of interacting and producing could possibly render current configurations of schooling obsolete and hence require new conceptualisations of schooling. While scenarios for schooling in the future have been broadly discussed by educators, little analysis exists of the possible impact on these scenarios of adolescents’ engagement with Web 2.0 spaces. This article discusses how these new visions might influence, disrupt and interact with future schooling scenarios and educational practices.
Meta‐analyses of 33 studies were conducted to examine (1) how much the combination of taking and reviewing notes contributes to school learning, and (2) whether interventions in the note‐taking/‐reviewing procedure enhance note‐taking/‐reviewing effects, and if so, how much and under what conditions. Syntheses of findings from note‐taking/‐reviewing versus no note‐taking/‐reviewing comparison studies indicated that the overall effects of note‐taking/‐reviewing were substantial. The advantage of note‐taking with intervention over without intervention was modest but significantly greater than zero. This intervention effect was moderated by two variables: presence of provided notes and academic level of participants. Providing a framework or instructor's notes was more effective in the enhancement of note‐taking/‐reviewing effects than pre‐training or verbal instruction only. The participants at lower academic levels gained greater benefits from interventions compared with the participants at a higher academic level.
This essay examines the role of information-processing theories in the historical search for a guiding metaphor of educational psychology. First, I show how information processing can be viewed as the second in a series of three metaphors that developed during this century and, more specifically, as a bridge from associationist to constructivist visions of learning. Second, I provide a definition of information processing based on the premise that humans are processors of information. Third, I distinguish between literal and constructivist interpretations of two key elements in information-processing; theory, namely, the nature of information and the nature of processing. Then, I summarize the contributions and limitations of the information-processing approach. Finally, I examine possible future directions for the search for educational psychology's guiding metaphor.
The purpose of this study was to explore some of the challenges associated with mobile phones in college classrooms. A sample of faculty and students was surveyed to assess the extent to which the technology is considered a serious source of distraction in the classroom, concerns about use of the technology for cheating, and attitudes about policies restricting it from ringing and being used during class. Collectively, participants reported strong perceptions of ringing as a problem and support for formal policies restricting mobile phones in college classrooms. Faculty/student status was not related to any of the attitude measures, but age consistently was—younger participants reported more tolerant attitudes. The discussion offers interpretation of the findings and avenues for future research.
This experiment investigated 3 newly classified note-taking functions: encoding (take notes/no review), encoding plus storage (take notes/review notes) and external storage (absent self from lecture/review borrowed notes), relative to 3 note-taking techniques (conventional, linear, matrix). Results pertaining to note-taking functions indicated that encoding plus storage was superior to encoding and to external storage for recall performance and superior to encoding for synthesis performance. External storage was also superior to encoding for synthesis performance. Results pertaining to note-taking techniques indicated that matrix notes produced greater recall than conventional notes. Results were explained by variables relating to repetition, generative processing, the completeness of notes, and the potential of note-taking techniques to facilitate internal connections. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Abstract Social network,sites,(SNSs) are increasingly attracting the attention of academic,and,industry researchers intrigued by their affordances and reach.,This special theme section of the,Journal,of Computer-Mediated,Communicationbrings ,together scholarship on these emergent phenomena.,In this introductory article, we describe features of SNSs and propose a comprehensive definition. We then present one perspective on the history of such sites, discussing key changes and developments. After briefly summarizing existing scholarship concerning SNSs, we discuss the articles,in this special section and conclude with considerations for future,research.
In this on-road experiment, drivers performed demanding cognitive tasks while driving in city traffic. All task interactions were carried out in hands-free mode so that the 21 drivers were not required to take their visual attention away from the road or to manually interact with a device inside the vehicle. Visual behavior and vehicle control were assessed while they drove an 8 km city route under three conditions: no additional task, easy cognitive task and difficult cognitive task. Changes in visual behavior were most apparent when performance between the No Task and Difficult Task conditions were compared. When looking outside of the vehicle, drivers spent more time looking centrally ahead and spent less time looking to the areas in the periphery. Drivers also reduced their visual monitoring of the instruments and mirrors, with some drivers abandoning these tasks entirely. When approaching and driving through intersections, drivers made fewer inspection glances to traffic lights compared to the No Task condition and their scanning of intersection areas to the right was also reduced. Vehicle control was also affected; during the most difficult cognitive tasks there were more occurrences of hard braking. Although hands-free designs for telematics devices are intended to reduce or eliminate the distraction arising from manual operation of these units, the potential for cognitive distraction associated with their use must also be considered and appropriately assessed. These changes are captured in measures of drivers' visual behavior.
Computer-mediated classrooms are proliferating and instructors are finding creative ways to reach the digital learners of today. But with all these technology tools, making decisions that are guided by solid pedagogical practices are vital. This study relies on instructional communication, multicommunication practices, and interactivity research and how they play key roles when creating a participatory classroom environment. The tool used to address the problems outlined in this case study is webconferencing-a synchronous Web-based platform that allows the instructor to share slides, create real-time surveys (polls), and provide text chat opportunities for students who are co-located or dispersed. By leveraging the webconferencing tools and the desires of the Net Generation, the classroom in this study became more inclusive, communicative, and interactive.
This essay examines the role of information-processing theories in the historical search for a guiding metaphor of educational psychology. First, I show how information processing can be viewed as the second in a series of three metaphors that developed during this century and, more specifically, as a bridge from associationist to constructivist visions of learning. Second, I provide a definition of information processing based on the premise that humans are processors of information. Third, I distinguish between literal and constructivist interpretations of two key elements in information-processing theory, namely, the nature of information and the nature of processing. Then, I summarize the contributions and limitations of the information-processing approach. Finally, I examine possible future directions for the search for educational psychology's guiding metaphor.
In this study, we examined the relationship between perceived technology policies and perceived teacher credibility, as well as the extent to which teachers' use of power bases mediates this association. Participants included 294 undergraduate students from a private university in the Southwest. Results revealed that policies encouraging technology use for educational purposes are related to all three dimensions of teacher credibility (i.e., competence, character, and caring), whereas failing to establish clear technology policies is associated with reduced credibility. Further, teacher power mediates the relationship between perceived teacher technology policies and perceived teacher credibility. Results suggest that instructors should have clear technology policies in place, regardless whether the policies permit or restrict wireless communication technology in the classroom.
This study investigated whether texting during class influences students' cognitive learning. A theoretical model was proposed to study the relationships among college students' self-regulation, texting during class, sustained attention to classroom learning, and cognitive learning (i.e., grade-oriented academic performance and experience-oriented cognitive learning). Using a cross-sectional survey sample (N=190), structural equation modeling analyses showed that texting during class partially mediates the effect of students' self-regulation on their sustained attention to classroom learning. In addition, students' sustained attention fully mediates the effect of their texting during class on experience-oriented learning. Thus, the results also suggest that self-regulated students are less likely to text during class and are more likely to sustain their attention to classroom learning, which, in turn, facilitates cognitive learning.
This study examined the impact of mobile communications on interpersonal relationships in daily life. Based on a nationwide survey in Japan, landline phone, mobile voice phone, mobile mail (text messaging), and PC e-mail were compared to assess their usage in terms of social network and psychological factors. The results indicated that young, nonfamily-related pairs of friends, living close to each other with frequent face to-face contact were more likely to use mobile media. Social skill levels are negatively correlated with relative preference for mobile mail in comparison with mobile voice phone. These findings suggest that mobile mail is preferable for Japanese young people who tend to avoid direct communication and that its use maintains existing bonds rather than create new ones.
Lecture listening is one of the most common classroom experiences for college students. Unfortunately, students are relatively inefficient notetakers in these situations; in fact, students record less than 40% of the information from lectures. This experiment explored the effects of two lecture cues, immediacy and organizational statements, on students' (n = 104) notetaking effectiveness. Results indicated that students recorded more details and organizational points when listening to lectures with prominent organizational cues, and they also recorded more details when listening to lectures with lower levels of immediacy. The number of details and organizational points recorded in students notes were strongly related to learning outcomes as measured by three separate tests.
This experiment used scripted, videotaped lectures to test the effects of teacher immediacy (high vs. low), use of organizational cues (with cues vs. no cues) and student notetaking (took notes vs. no notes) on students' cognitive learning. 223 students enrolled in the basic communication course at a large Midwestern university participated in the study. Results indicated that learning immediately after viewing a lecture is greater when the lecture contains organizational cues and students take notes. Also, delayed retention is greater when students take notes and view lectures containing organizational cues and immediate behaviors. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Taking notes is of uttermost importance in academic and commercial use and success. Different techniques for note-taking utilise different cognitive processes and strategies. This experimental study examined ways to enhance cognitive performance via different note-taking techniques. By comparing performances of traditional, linear style note-taking with alternative non-linear technique, we aimed to examine the efficiency and importance of different ways of taking notes. Twenty-six volunteer adult learners from an information management course participated in this study. Cognitive performance scores from a traditional linear note-taking group were compared with another group by using a commercially available non-linear note-taking technique. Both groups were tested in two settings: after a classroom lecture and a panel forum discussion. Tasks included measures on story comprehension, memory, complexity of mental representations and metacognitive skills. Data analysis revealed that the non-linear note-takers were significantly better than the linear group both in terms of the quantity and the quality of the learned material. This study demonstrates the importance of using cognitively compatible note-taking techniques. It identifies the cognitive mechanisms behind effective note-taking and knowledge representation. Using such techniques enables deeper understanding and more integrated knowledge management.
Notetaking and review are positively related to academic achievement, but many students record too few notes to benefit fully from these activities. This paper presents ten factors that may constrain notetaking and review, and provides corresponding implications for improving these study behaviors and for conducting further research. Some instructional implications are that students should record more extensive and conceptual notes and that instructors can help students by organizing their presentations, reducing lecture rate, pausing for notetaking, emphasizing key ideas and encouraging alternate frameworks for notetaking and review. Instructors can also facilitate learning by providing learners with notes for review and with knowledge about testing. In addition, instructors should consider the cognitive processing differences among students because certain learners are likely to find notetaking dysfunctional relative to other means of acquisition. The implications for research focus on determining the optimal notetaking and review activities.
Previous research has shown that providing written organizational lecture cues boosts notetaking and that boosting notetaking raises achievement. Lecture learning literature, however, is silent on whether spoken organizational lecture cues boost notetaking and achievement. To find out, participants listened to a lecture that contained or did not contain spoken organizational lecture cues. Participants either recorded lecture notes or refrained from notetaking while listening to the cued or uncued lecture. Results showed that spoken organizational lecture cues boosted the number of noted organizational points and details by 39 and 35%, respectively. Results also confirmed that lecture cues and notetaking work to raise achievement. Notetaking resulted in about 13% higher test achievement than not taking notes. Cueing raised test achievement 15–45% versus noncueing. Educators are encouraged to use spoken organizational cues while presenting lectures.
College students viewed a videotaped lecture with or without taking notes. Average performance between the two groups did not differ on an immediate test. The encoding effect of note taking was therefore unsupported. Two days later, note takers reviewed their notes while listeners reviewed the instructor's notes in preparation for the delayed exam. Subjects who reviewed the instructor's notes achieved significantly more, on factual items, than did subjects who reviewed their own relatively brief and unorganized notes. Thus, listening to a lecture and subsequently reviewing the instructor's notes prior to a delayed exam leads to relatively higher achievement than does the traditional method of taking and reviewing personal lecture notes.
With the advent of new technology in vehicles, drivers can access information in many different forms (email, address books, Web pages) and from many information sources (cell phones, PDAs, driver support systems). With these new information sources finding their way into cars comes increasing concern about the potential adverse effects resulting from drivers' interactions with such multi-function devices. This paper examines the disruptive impact of complex, interactive, hands-free cell phone communications upon the visual awareness of drivers proceeding through high volume intersections. The present study documents changes in driver visual behavior, resulting from cognitive distraction of speech-based interactions, that may contribute to intersection crashes. The results of this research raise significant HCI implications for the design of interactive Intelligent Transportation Systems (ITS) within the automotive sector.
Thesis (Ph. D.)--University of Nebraska--Lincoln, 1999. Includes bibliographical references.
This paper presents a general statistical methodology for the analysis of multivariate categorical data arising from observer reliability studies. The procedure essentially involves the construction of functions of the observed proportions which are directed at the extent to which the observers agree among themselves and the construction of test statistics for hypotheses involving these functions. Tests for interobserver bias are presented in terms of first-order marginal homogeneity and measures of interobserver agreement are developed as generalized kappa-type statistics. These procedures are illustrated with a clinical diagnosis example from the epidemiological literature.
Behavioral studies have shown that engaging in a secondary task, such as talking on a cellular telephone, disrupts driving performance. This study used functional magnetic resonance imaging (fMRI) to investigate the impact of concurrent auditory language comprehension on the brain activity associated with a simulated driving task. Participants steered a vehicle along a curving virtual road, either undisturbed or while listening to spoken sentences that they judged as true or false. The dual-task condition produced a significant deterioration in driving accuracy caused by the processing of the auditory sentences. At the same time, the parietal lobe activation associated with spatial processing in the undisturbed driving task decreased by 37% when participants concurrently listened to sentences. The findings show that language comprehension performed concurrently with driving draws mental resources away from the driving and produces deterioration in driving performance, even when it does not require holding or dialing a phone.
Now you see it: How the brain science of attention will transform the way we live, work, and learn
- K N Davidson
Davidson, K. N. (2011). Now you see it: How the brain science of attention will transform the way we live, work, and learn. New York, NY: Viking.
Facebook statistics Teacher power mediates the effects of technology policies on teacher credibility
- Inc
Facebook, Inc. (2011). Facebook statistics. Retrieved from http://www.facebook.com Finn, A. N., & Ledbetter, A. M. (2013). Teacher power mediates the effects of technology policies on teacher credibility. Communication Education, 62, 26Á47. doi:10.1080/03634523.2012.725132
Implications of mobility: The uses of personal communication media in everyday life 346Á365. doi:10.1111/j.1460-2466 A decrease in brain activation associated with driving when listening to someone speak
- K Ishii
Ishii, K. (2006). Implications of mobility: The uses of personal communication media in everyday life. Journal of Communication, 56, 346Á365. doi:10.1111/j.1460-2466.2006.00023.x Just, M. A., Keller, T. A., & Cynkar, J. (2008). A decrease in brain activation associated with driving when listening to someone speak. Brain Research, 1205, 70Á80. doi:10.1016/j.brainres. 2007.12.075
Acquiring effective notetaking skills: An alternative to professional notetaking
- K A Kiewra
Kiewra, K. A. (1984). Acquiring effective notetaking skills: An alternative to professional notetaking. Journal of Reading, 27, 299Á302.
Examining the affects of student multitasking with laptops during the lecture The measurement of observer agreement for categorical data
- J M Kraushaar
- D C Novak
Kraushaar, J. M., & Novak, D. C. (2010). Examining the affects of student multitasking with laptops during the lecture. Journal of Information Systems Education, 21, 241Á251. Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159Á174. doi:10.2307/2529310
Cell phone communication and driver visual behavior: The impact of cognitive distraction Retrieved from http Rethinking college students' self-regulation and sustained attention: Does text messaging during class influence cognitive learning
- P Trbovich
- J L Harbluk
Trbovich, P., & Harbluk, J. L. (2003). Cell phone communication and driver visual behavior: The impact of cognitive distraction. Retrieved from http://www.acm.org Wei, F.-Y. F., Wang, Y. K., & Klausner, M. (2012). Rethinking college students' self-regulation and sustained attention: Does text messaging during class influence cognitive learning?. Communication Education, 61, 185Á204. doi:10.1080/03634523.2012.672755
RE: #11064 Diane Miller, cell phones in class
- T Steinfatt
Adults and social network websites
- A Lenhart
Survey finds smart phones transforming mobile lifestyles of college students
- M Ransford
Smartphone apps great for marketing, bad for social skills
- L Skenazy
Teens, cell phones and texting
- A Lenhart
Americans and text messaging: 31% of text message users prefer texting to voice calls, and young adults stand out in their use of text messaging
- A Smith