The effects of smartphone addiction on learning: A meta-analysis

Sunday, Oluwafemi J.; Adesope, Olusola; Maarhuis, Patricia L.

doi:10.1016/j.chbr.2021.100114

Cited by 90 publications

(77 citation statements)

References 57 publications

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“…However, smartphone addiction is one of the most significant challenges of the current century that can have serious consequences [1,3]. Despite the numerous benefits of smartphones, their overuse can lead to problems and harm [4]. The negative effects of smartphone addiction can be physical, psychological, social, and behavioral [1,4].…”

Section: Introductionmentioning

confidence: 99%

“…Despite the numerous benefits of smartphones, their overuse can lead to problems and harm [4]. The negative effects of smartphone addiction can be physical, psychological, social, and behavioral [1,4]. Some of the most important consequences are headache, hypertension, heart problems, eye problems, sleep disorders [1,3], academic anxiety, depression, suicidal ideation, mental problems [1], and behavioral disorders such as fear of missing out (FoMO), textaphrenia, textiety, post-traumatic text disorder, or binge texting [1,5].…”

Section: Introductionmentioning

confidence: 99%

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Loneliness and academic performance mediates the relationship between fear of missing out and smartphone addiction among Iranian university students

2022

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Background Fear of missing out (FoMO) can increase loneliness and smartphone addiction and decrease academic performance in university students. Most studies investigated the relationship between FoMO and smartphone addiction in developed countries, and no studies were found to examine this association in Iran. The mediating role of loneliness and academic performance in the relationship between FoMO and smartphone addiction is unclear. This study investigated the relationship between FoMO and smartphone addiction and the mediating role of loneliness and academic performance in this relationship in Iranian university students. Methods In this cross-sectional study, 447 students from Urmia University of Medical Sciences were investigated. Data were collected using demographic questionnaires, Przybylski's FoMO scale, Pham and Taylor's academic performance questionnaire, Russell's loneliness scale, and Kwon's smartphone addiction scale. Data were analyzed using SPSS ver. 23 and SmartPLS ver. 2. Results FoMO had a positive and direct association with smartphone addiction (β = 0.315, t-value = 5.152, p < 0.01). FoMO also had a positive and direct association with students’ loneliness (β = 0.432, t-value = 9.059, p < 0.01) and a negative and direct association with students' academic performance (β = -0.2602, t-value = 4.201, p < 0.01). FoMO indirectly associated with smartphone addiction through students' loneliness (β = 0.311, t-value = 5.075, p < 0.01), but academic performance was not mediator of smartphone addiction (β = 0.110, t-value = 1.807, p > 0.05). FoMO also indirectly correlated with academic performance through students' loneliness (β =—0.368, t-value = 6.377, p < 0.01). Conclusions FoMO can be positively associated with students' smartphone addiction, and loneliness is an important mediator of this association. Since smartphone addiction could harm students' academic performance, thus, healthcare administrators should reduce students' loneliness and improve their academic performance by adopting practical strategies to help students to manage their time and control their smartphone use. Holding self-management skills classes, keeping students on schedule, turning off smartphone notifications, encouraging students to engage in sports, and participating in group and family activities will help manage FoMO and loneliness.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Loneliness and academic performance mediates the relationship between fear of missing out and smartphone addiction among Iranian university students

2022

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“…For students, smartphone addiction disrupts their daily activities, such as their unfinished daily tasks or assignments, sloppy diet, messy sleep patterns, and so forth (Lestari et al, 2015). Their long period usage of smartphones results in physical exhaustion, reduced sleeping hours, depression, lower academic achievement, and even lower life satisfaction Kim, 2013;Lin et al, 2015;Raza, Yousufi, Rafi, & Javaid, 2020;Sunday, Adesope, & Maarhuis, 2021). Another study presents that a long period of smartphone use may affect students' concentration during the learning process (Manumpil, Ismanto, & Onibala, 2015).…”

Section: Effects Of Smartphone Addiction On Effective Learningmentioning

confidence: 99%

Smartphone Addiction among Adolescence Students: Its Implication toward Family Communication, Learning, Guidance and Counselling

Atmoko

Sari

Costa

et al. 2022

J. Kaji. Bimbing. dan Konseling

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The symptoms of smartphone addiction have been extensively observed in adolescent students. This study aims to investigate the effects of smartphone addiction on students’ communication with their families, their learning, as well as guidance and counseling processes. The causal correlational design was applied, involving 103 participants selected total samplings of eighth-graders junior high school students. The data was garnered through the smartphone addiction scale and family communication scale. Both of those scales had item validity of 0.3, with Alpha Cronbach reliability of 0.937 and 0.850, respectively. The obtained data were analyzed using regression. The analysis results suggest that smartphone addiction significantly decreased the quality of students’ communication with their families, by -0,416. This result can be fundamental for school counselors and the subject teachers in formulating and implementing the learning process, to reduce the effects of smartphone addiction, enhance their communication skills, and improve the learning efficiency through the use of the smartphone as learning media, instead of restraining the smartphone use. Abstrak: Dewasa ini, gejala kecanduan smartphone semakin meluas pada siswa remaja. Penelitian ini bertujuan untuk mengetahui kontribusi kecanduan smartphone terhadap kualitas komunikasi siswa dalam keluarga, dan membahas implikasinya bagi pembelajaran, serta bimbingan dan konseling. Rancangan kausal korelasional digunakan pada 103 responden siswa kelas delapan yang menggunakan smartphone lebih dari 5 jam sehari, yang dipilih secara total sampling di sekolah menengah pertama. Data dikumpulkan dengan skala kecanduan smartphone dan skala komunikasi dalam keluarga yang telah diuji, keduanya memiliki validitas butir lebih dari sama dengan 0,3, reliabilitas Alpha Cronbach 0,937 dan 0,850. Data dianalisis regresi. Hasil menunjukkan bahwa kecanduan smartphone berkontribusi signifikan menurunkan kualitas komunikasi siswa dalam keluarga sebesar -0,416. Implikasinya adalah konselor sekolah perlu berkolaborasi dengan guru bidang studi dalam menyusun dan melaksanakan program untuk mengurangi dampak negatif, meningkatkan kemampuan komunikasi, dan meningkatkan keefektifan pembelajaran dengan menggunakan smartphone sebagai media belajar, alih-alih membatasi penggunaannya baik di rumah maupun di kelas.

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“…It contained a security locking mechanism, one that showed every times someone had accessed it. It was measured at 15 x 13 x 19cm hence spacious enough for all types of phones [22]. However, the intended phone cage to be designed will be an upgrade of this since it will incorporate a timer.…”

Section: Related Workmentioning

confidence: 99%

An Intelligent Lock System to Improve Learning Efficiency using Artificial Intelligence and Internet of Things

Chen¹,

Li²

2022

Artificial Intelligence and Machine Learning

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According to recent statistics, 75.4% of people with access to the internet are addicted to their phones. 78 percent of teenagers check their mobile devices at least hourly [2]. The purpose of this paper is to propose a tool that lowers users’ dependence on their electronic devices. The tool named Phone Cage is created with the aim of locking electronic device for a set period of time. The application involves the user setting a specific mobile application for a specified amount of time. The phone cage provides the user a display countdown of the remaining time frame through which the locked application is inaccessible. The app provides access only when the set timer reaches the zero mark. This tool is created using Tinker cad, 3D- printer, Thunkable, Firebase console, and Raspberry Pi Zero. This will act as perfect remedy for individuals with addiction to their phones. It will also be a way for parents to control their children’s use of mobile phones. Therefore, noting that a significant number of people lack selfcontrol when it comes to cell phone usage, the cage will be of great help. The project will therefore have great impact to the community by allowing families to spend more time together and not on their phones. It will also help adults place more focus on their jobs and not on their phones.

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The effects of smartphone addiction on learning: A meta-analysis

Cited by 90 publications

References 57 publications

Loneliness and academic performance mediates the relationship between fear of missing out and smartphone addiction among Iranian university students

Loneliness and academic performance mediates the relationship between fear of missing out and smartphone addiction among Iranian university students

Smartphone Addiction among Adolescence Students: Its Implication toward Family Communication, Learning, Guidance and Counselling

An Intelligent Lock System to Improve Learning Efficiency using Artificial Intelligence and Internet of Things

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