The effects of mobile phone use on academic performance: A meta-analysis

Kates, Aaron W.; Wu, Huang; Coryn, Chris L. S.

doi:10.1016/j.compedu.2018.08.012

Cited by 144 publications

(91 citation statements)

References 19 publications

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“…A large contributor to this effect is excessive social media use, which has been suggested as a vulnerability factor for problematic smartphone use [ 42 , 43 , 44 ]. To date, the effects of smartphone use on student outcomes may still be small [ 45 ].…”

Section: Introductionmentioning

confidence: 99%

Mind over Matter: Testing the Efficacy of an Online Randomized Controlled Trial to Reduce Distraction from Smartphone Use

Throuvala

Griffiths

Rennoldson

et al. 2020

IJERPH

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Evidence suggests a growing call for the prevention of excessive smartphone and social media use and the ensuing distraction that arises affecting academic achievement and productivity. A ten-day online randomized controlled trial with the use of smartphone apps, engaging participants in mindfulness exercises, self-monitoring and mood tracking, was implemented amongst UK university students (n = 143). Participants were asked to complete online pre- and post-intervention assessments. Results indicated high effect sizes in reduction of smartphone distraction and improvement scores on a number of self-reported secondary psychological outcomes. The intervention was not effective in reducing habitual behaviours, nomophobia, or time spent on social media. Mediation analyses demonstrated that: (i) emotional self-awareness but not mindful attention mediated the relationship between intervention effects and smartphone distraction, and (ii) online vigilance mediated the relationship between smartphone distraction and problematic social media use. The present study provides preliminary evidence of the efficacy of an intervention for decreased smartphone distraction and highlights psychological processes involved in this emergent phenomenon in the smartphone literature. Online interventions may serve as complementary strategies to reduce distraction levels and promote insight into online engagement. More research is required to elucidate the mechanisms of digital distraction and assess its implications in problematic use.

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Section: Introductionmentioning

confidence: 99%

Mind over Matter: Testing the Efficacy of an Online Randomized Controlled Trial to Reduce Distraction from Smartphone Use

Throuvala

Griffiths

Rennoldson

et al. 2020

IJERPH

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show abstract

“…Also, the quantity and quality of primary schoolchildren's interactions and comments on specific platforms designed for mobile phones were able to predict final grades (Boticki et al, 2015). However, some previous studies found that, although students enjoyed the experience of using mobile phones for learning activities, there were small or non-significant negative effects on performance between the use of mobile phones and other electronic devices (Garcia-Cabot, de-Marcos, & Garcia-Lopez, 2015; Kates, Wu, & Coryn, 2018;Romero, Ventura, & de Bra, 2009), and that students using mobile phones while performing learning activities were less engaged and demonstrated less critical thinking (Q. Chen & Yan, 2016;Heflin et al, 2017;Junco & Cotten, 2012).…”

Section: Mobile Phones For Online Multiple-choice Questions and Studementioning

confidence: 96%

Effects of the perceptions of online quizzes and electronic devices on student performance

Meo

Martí-Ballester

2020

AJET

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This study assessed how students’ perceptions of online quizzes and the use of three electronic devices to solve them affected their performance. A sample of 208 students enrolled in an introductory accounting course at the Universitat Autònoma de Barcelona completed online quizzes as part of their evaluation and filled in a questionnaire on their perceptions of such quizzes and the electronic devices they used to do them on. Their scores were collected both for the online quizzes and their examinations, and the data were then analysed using a partial least square structural equation model. Findings suggest that a positive perception of online quizzes positively affected students’ examination scores, but not their scores for the online quizzes. The findings also indicate that, while positive perceptions of computers and tablet PCs for doing online quizzes did not affect students’ examination scores, those who reported positive perceptions of the use of mobile phones for online quizzes obtained significantly lower examination scores than their peers. Finally, perception of the use of any electronic device did not affect students’ scores for online quizzes. Implications for instructors, faculty administrators, and students are provided based on the results.

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“…There are numerous relationships established between users and the devices. Therefore, it is important to distinguish between the normal and abnormal use of the smartphone, that is whether the user of the smartphone is experiencing an emotional or any addiction, or can classify the types of use and situations in which it occurs [8].…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning Programs for Spatial Decision Making

Troyanskaya

Tyurina

Morgunova

et al. 2021

Int. J. Emerg. Technol. Learn.

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The proliferation of mobile devices and easy internet access open up a huge number of opportunities for many people around the world. Anywhere anytime learning is one of these opportunities. Despite the prevalence of mobile learning, it is not always possible to find a convenient application that covers several areas. The uniqueness of the research is the development of an application that could become an excellent solution for studying several academic disciplines and developing spatial skills on the example of a certain subject. As a result, an application model that allows studying geometry, physics, chemistry, geography, economics and social studies has been developed; these are the disciplines that most involve spatial thinking. Spatial skills are taught based on two-dimensional and three-dimensional objects, animation, images, maps. The use of augmented reality technology to increase the effectiveness of teaching spatial thinking has been considered. The model implementation allows using the app for independent activities and educational purposes.

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The effects of mobile phone use on academic performance: A meta-analysis

Cited by 144 publications

References 19 publications

Mind over Matter: Testing the Efficacy of an Online Randomized Controlled Trial to Reduce Distraction from Smartphone Use

Mind over Matter: Testing the Efficacy of an Online Randomized Controlled Trial to Reduce Distraction from Smartphone Use

Effects of the perceptions of online quizzes and electronic devices on student performance

Mobile Learning Programs for Spatial Decision Making

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