Abstract
The Korean government has announced a plan for a national policy to deliver smart education among all students. As a result, many people are worried about the possible health-related adverse effects. This qualitative study aimed at analyzing health issues related to middle school students who learn by using smart devices using the grounded theory approach. We conducted in-depth interviews with 30 students at four middle schools who used smart devices for more than a year. The analysis of this research data was based on the constant comparative method, using grounded theory as a theoretical framework. The data analysis revealed many concepts in 28 subcategories and 13 categories related to smart learning health issues, with the central phenomenon being experience with health problems. Students’ health-related experiences were classified as physical or psychosocial symptoms. Adverse health effects related to smart learning were related to unsafe smart learning behavior and an inefficient smart learning environment. The consequences appeared to be the formation of diverse digital habits through the ambivalent use of smart devices and differences in ability to control health problems. Our findings suggest that students can form ideal habits for using smart devices if their health issues are well monitored and managed.
Highlights
New forms of educational media have become widespread, enabling classes and learning activities through wireless communication technology without restrictions on time or place
The analysis was focused on health problems that occur during smart learning
This study analyzed health-related issues in the digital era, in which smart devices are used by middle school students, using grounded theory
Summary
New forms of educational media have become widespread, enabling classes and learning activities through wireless communication technology without restrictions on time or place. PCs, and new inner technologies) and is a learner-centered customized learning method. Certain learning methods use advanced information and communication technologies, as well as network resources based on such technologies [1]. Koper (2014) defines a smart learning environment as a physical environment enhanced by digital, contextaware, and adaptive devices that facilitate faster and better learning [2]. Palau (2019) stated that technology-enhanced learning makes the process of learning more effective, efficient, and enjoyable. It has been said smart learning environments can create richer physical environments to use information or skills such as communication in classrooms [3]
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