Abstract
<p><em>This article will investigate obstacles hindering graduate students use of smartphones in their learning at The University of Jordan. The study employed a descriptive survey research method using a self-administered 21-item questionnaire. Out of the entire population of 1,100 graduate students from the School of Educational Sciences, a randomly purposeful sample of 227 was selected. Individuals within the sample owned smartphones. </em><em>A total of 108 students responded to the questionnaire. This was 45% of the original study sample during the first semester of the 2016-2017 academic year. </em><em>The validity and reliability of the questionnaire were both secured. The study’s findings showed that the overall degree level of obstacles reported by graduate students was high. </em><em>In addition, there were no statistically significant differences in student estimates of obstacles due to their gender, age, place of work, first degree (BA), or computer skills. The researcher offered suggestions for overcoming these obstacles in light of the student estimates.</em></p>
Highlights
In recent years, the world has witnessed widespread use of various smartphones, a term given to a class of modern mobile phones using sophisticated operating systems
The results showed a high degree of awareness and good use of smartphones among faculty and students when searching for information
The results showed that smartphones were widely owned by students and that there was a variation in use for learning purposes
Summary
The world has witnessed widespread use of various smartphones, a term given to a class of modern mobile phones using sophisticated operating systems. These include the Apple iPhone, Samsung Galaxy, BlackBerry, LG, Motorola, Nokia, and Sony (ITU news, 2011). Most smartphones use a touch-screen user interface and run mobile applications. Smart devices consist of two parts that are complementary to each other. These are the hardware, a physical part responsive to touch, and the software as a programmatic
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