Abstract
The rapid pace of development and technology enhancements revolutionize the way people communicate and subsequently exert a considerable influence on a student’s involvement and motivation. Mobile phones are considered among the most important devices to have made a breakthrough in every aspect of human life. Students’ persistence in using mobile phones during classroom hours has become a significant concern because of distractions, disruptions, cheating, and inappropriate use. The objective of this paper is to identify the reasons why students use mobile phones during lecture hours by quantitative computer-based analysis. The participants were 520 undergraduate students who completed a questionnaire that is significantly based on the comparison of three principal perceptions of age, gender, and grades. To investigate the reliability of the proposed factors, Cronbach’s alpha parameter was adequately utilized in this study to check the consistency adaptation of these factors and to provide questions on the questionnaire. To validate the measurement scales, qualitative content validity was taken into consideration. The analysis of the correlation matrix that is based on the six administered variables in this study has been conducted in the statistic correlation level of 0.01, which is ranged from 0.043 to 0.601. Although no statistically significant differences were found in the students’ perception regarding their gender and age, the differences were significant regarding their grades as far as the addiction reason was concerned. Consequently, the overwhelming majority of the students tended to use mobile phones during the lecture hours for class-related purposes.
Highlights
In the coming decades, there will be a sense of urgency for individuals to foster a deeper understanding of new experiences and views as a significant part; in this respect, information and communication technologies offer a window of chances to people to surpass their intelligence [1,2]
Students mainly used their mobile phones to take photographs of material written on the board as one of the easiest and fastest ways of fostering the new knowledge compared to writing
The findings of the present study indicated that the students utilized mobile phones, especially for texting and chatting with their family or friends, and sharing files via social networks
Summary
There will be a sense of urgency for individuals to foster a deeper understanding of new experiences and views as a significant part; in this respect, information and communication technologies offer a window of chances to people to surpass their intelligence [1,2]. The profound impact of ICT in education has been widely reported in the literature to empower instructors, modify the educational structures, foster student-centered learning, enhance the quality of education, and improve teaching skills. This is why the current systems of teaching and learning are looking for better teaching and learning technologies [3,4,5,6]. Student-centeredness, the dominant approach in 21st century classrooms, which has emerged from the constructivist theory, perceives meaningful learning as the product of experiential learning. It is of significance for students to understand the world’s phenomena so they can associate the new knowledge to the previously built knowledge [14]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
