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

Abstract

PurposeAlthough the mobile phone has been conspicuously proliferated in the past decades, little is known about its influence; especially its effect on student learning and academic performance. Although there is a growing interest in mobile devices and their correlates and consequences for children, effects vary across related studies and the magnitude of the overall effect remains unclear. The purpose of this study is to further examine any relationships that may exist between mobile phone use and educational achievement. Research designA meta-analysis of research conducted on the relationship between mobile phone use and student educational outcomes over a 10-year period (2008–2017) was conducted. The operational definition of cell phone use to guide the implementation of this study is: any measure of mobile phone use, whether considered normative or problematic, that quantifies the extent to which a person uses a phone, feels an emotional or other dependence on a phone, or categorizes the types of uses and situations in which use occurs. Studies examining use for the express purpose of educational improvement are not included, as the aim of this study is to ascertain the effects of normal smartphone use. The operational definition of academic achievement to guide the implementation of this study is: any measure that quantifies the extent to which a student or group of students is performing or feels he or she is performing to a satisfactory level, including but not limited to letter grades and test scores, knowledge and skill acquisition, and self-reported measures of academic ability or difficulty. FindingsThe overall meta-analysis indicated that the average effect of mobile phone usage on student outcomes was r = −0.162 with a 95% confident interval of −0.196 to −0.128. The effect sizes of moderator variables (education level, region, study type, and whether the effect size was derived from a Beta coefficient, and mobile phone use construct) were analyzed. The results of this study and their implications for both research and practice are discussed.