Smartphone as a Self-regulatory Planning Tool

Abstract

This study examines the relationship between student planning, smartphone use, and course achievement. The ubiquitous smartphone can promote or hinder learning depending upon how it is used. Prior research has explored overall smartphone use (e.g., hours used) and generally found negative relationships with academic achievement. This study investigates the learner’s approach to a specific academic endeavor, planning, and how the choice of support tools may relate to self-regulated learning skills and course grade. First-year college students reported on their approach to academic planning and how popular tools such as the smartphone and/or a planner were used to that end. The results indicated a strong relationship between both modes of planning and self-regulated learning skills (planner, R = .305, p < .01; smartphone, R = .157, p <.01). The modes of planning had a differing effect on course grades when controlling for self-regulated learning skills with the smartphone planning demonstrating a negative influence (ß = -.078, p < .05) and the planner or notebook demonstrating a positive influence (ß = .082, p < .05). The findings suggest that teachers and students should critically examine the tools they use to support academic goals.

Probing Scaffolding Self-Regulated Learning Responses, Resources Contribution and Target Achievements of University Students in Statistics Course

“…These activities are relatively similar and still related to writing but address different pedagogical features. Written reflection prompts students to think about their thinking [27], [28]. It encourages them to reflect on their learning process and strategies as well as to become aware of their strengths and weaknesses in learning.…”

Artificial Intelligence Supporting Independent Student Learning: An Evaluative Case Study of ChatGPT and Learning to Code

“…Successful adolescent learners will commit time and energy to planning. Students who regularly use a planner (physical or digital) demonstrate higher academic achievement than those who do not [39]. Planning involves identifying goals and breaking the goals down into sub-goals and tasks.…”

Smartphones and Learning: Evaluating the Focus of Recent Research

“…The results of one study suggest that students may be distracted for over 200 h per year while attempting to study [ 27 ]. In an analysis of the relationship between planning modality (digital vs. non-digital) and class achievement, students opting for non-digital planning tools outperformed their digital-minded peers [ 28 ]. Digital distraction is not unique to the smartphone.…”