Using mobile while shopping in-store: a new model of impulse-buying behaviour

The development of information and communication technology, especially mobile devices, has changed the learning landscape significantly. This research aims to examine the impact of using mobile devices in supporting the independent learning activities of class IX students at SMP PGRI Rancaekek. This research is motivated by the increasingly widespread ownership of mobile devices among students and their potential to increase motivation and learning effectiveness. The research method used is descriptive qualitative with data collection through observation, interviews and documentation. The research subjects were class IX students and subject teachers. Data analysis was carried out inductively to identify emerging themes related to the impact of mobile device use. The research results show that the use of mobile devices has a positive impact on students' independent learning activities. Mobile devices provide easier access to various learning resources, facilitate communication between students and teachers, and increase learning motivation. However, the research also found several challenges, such as dependency on devices, lack of monitoring of use, and gaps in access. The implication of this research is the importance of integrating the use of mobile devices in the learning process. Schools need to develop clear policies regarding the use of mobile devices, provide training for teachers, and ensure equitable access for all students. In addition, further research is needed to examine the long-term impact of mobile device use on student learning achievement.

Mobile device use is a rapidly growing, socially acceptable interactional habit. The impact of mobile device use on social interactions, including between parents and young children, is uncertain. The aim was to describe, synthesise and evaluate the evidence about parents' mobile device use, caregiving and children's social and emotional development. Seven medical and social sciences databases were searched using keywords and subject headings. Screening for eligibility used PRISMA guidelines and scientific and reporting quality were assessed with standardised checklists. Eight studies met the inclusion criteria (four surveys, three qualitative and one mixed-method investigation). This small group of studies is of diverse quality, but there is evidence of associations between parents' mobile device use, attention to caregiving and changes in child behaviour. Use of mobile devices during parenting activities may be infrequent and brief, but it can be a potent distraction that reduces caregiver responsiveness to children. An emerging body of research suggests mobile devices are associated with altered attention and responsivity to children by their caregivers and may change caregiver/child interactions. The evidence precludes questions about causality or discussion of impacts on child development. Knowledge gaps have been identified and they require future targeted research.

BackgroundResearch on screen-viewing in preschool children has predominantly focused on television viewing. The rapid development of mobile devices (e.g. tablets, smart phones and e-readers) and the increase in their use by preschool children means there is a need to understand how and why these devices are used by this age group. The aim of this study was to explore mothers’ views of their preschool children’s screen viewing behaviour (including mobile devices) and investigate how preschool children use different screen-viewing devices.MethodsOne-to-one, semi-structured interviews with mothers of preschool children (aged between 2 and 4 years old). Mothers were recruited through preschools, nurseries, and mother and toddler groups located within four areas of varying socio-economic status within Bristol, UK. Data were analysed thematically using a framework approach.ResultsTwenty-six mothers were interviewed. Mobile devices were regularly used as a form of screen-viewing for most children but were used on an ad hoc basis rather than being a habitual activity. The reasons and influences of mobile device use described by mothers were similar to that of television viewing. However, the portability of mobile devices meant that they were often used outside of the home as a distraction tool. Their multi-functionality meant that they could be used as a portable television, or for purposeful learning through educational games and applications. Some mothers showed concerns over mobile device use by their child, whilst others felt it was an important and useful educational tool. Although the majority of mothers felt they needed to set rules and restrictions for mobile device use, many mothers felt that they are also a necessary and unavoidable part of life.ConclusionsMothers in this study suggested that mobile device use by preschool children is common. More research is needed to determine the impact of mobile device use in preschool children, how much time preschool children spend using mobile devices and which activities their use may be replacing.

BackgroundWith the fast-paced aging and increasing digitalization of society, there has been a growing interest in the effect of mobile device use on cognitive function and depression in older adults. However, research examining this issue among older adults in residential care homes (RCHs) is scant. Therefore, this study aimed to examine the impact of mobile device use on the cognitive function and depressive symptoms of older adults living in RCHs.MethodsA cross-sectional survey was conducted using a sociodemographic questionnaire, the Montreal Cognitive Assessment (MoCA) and the 15-item Geriatric Depression Scale (GDS-15).ResultsA total of 235 senior residents (aged 82.58 ± 5.54) in four RCHs were surveyed. Users of mobile devices had a significantly higher total MoCA score (25.02 ± 4.14) and a significantly lower GDS-15 score (3.28 ± 2.74) than non-users (MoCA: 19.34 ± 5.21, GDS-15: 4.69 ± 2.90). Multivariate linear regression indicate that mobile device use is significantly associated with total MoCA score, six of the seven sub-scores (visuospatial abilities and execution functions, attention, language, abstraction, delayed recall, and orientation)(P < 0.05). Logistic regression showed that mobile device use was significantly associated with the level of depressive symptoms (OR = 0.458, 95%CI = 0.249–0.845).ConclusionsUse of mobile devices has a significant association with the cognitive function and depressive symptoms of older adults living in RCHs, and thus should be encouraged as a measure to maintain and improve cognition and prevent depression.

The use of mobile technology for work purposes during family time has been found to affect employees' work and family lives. Using a matched sample of 344 job incumbents and their spouses, we examined the role of mobile device (MD) use for work during family time in the job incumbent-spouse relationship and how this MD use crosses over to affect the spouse's work life. Integrating the work-home resources model with family systems theory, we found that as job incumbents engage in MD use for work during family time, work-to-family conflict increases, as does the combined experience of relationship tension between job incumbents and spouses. This tension serves as a crossover mechanism, which then contributes to spouses' experience of family-to-work conflict and, subsequently, family spills over to work outcomes for the spouse in the form of reduced job satisfaction and performance. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

This paper elaborates insight details of actual use of mobile devices by law faculties for their day to day activities and their cognizance regarding the usefulness and effectiveness of mobile devices for their teaching, learning and research activities in law colleges and law departments under Shivaji University Kolhapur. The result and the findings of the study divulge that most of the respondents are agree to use and perception of mobile devices the use of mobile devices is convenient and allows flexible learning, the respondents use mobile devices for more than 3 hours in a day. Faculties use mobile devices for more than 3 years. Highest numbers of respondents are using mobile devices for accessing academic information. It is found that the utilization of mobile devices for daily information needs of the faculty for accessing legal information/database and to accessing reference material. Most of the respondents accessing signed subscribed E-journals followed by library websites through their mobile devices. There are some barriers conjointly found i.e. lack of specialized content format and authenticity of e-resources. The findings of the study want solely offer a pathway for law college in effective uses of mobile devices for teaching, learning and research however conjointly facilitate all the law libraries and librarians in exploring mobile devices adoption and usage among the respondents. Keywords: Mobile devices, mobile technology, legal databases, law faculty, Shivaji University Kolhapur Cite this Article Avinash B. Salunkhe. “Use of Mobile Devices by Law Faculty for teaching, learning and research: Special reference to affiliated law Colleges/law departments under Shivaji University, Kolhapur”. Journal of Advancements in Library Sciences. 2019; 6(Special Issue 1): 41s–48s.

The time that children spend using digital devices is increasing rapidly with the development of new portable and instantly accessible technology, such as smartphones and digital tablets. Although prior studies have examined the effects of traditional media on children’s development, there is limited evidence on the impact of mobile device use. The current study aimed to clarify the link between mobile device use and child adjustment. The sample included 1,642 children aged 6 in first grade at elementary schools in Japan. Parents completed a self-report questionnaire regarding their children’s use of mobile devices and emotional/behavioral adjustment. We performed inverse probability of treatment weighted (IPTW) logistic regression to compute odds ratios (OR) for emotional/behavioral problems according to mobile device use. The values for IPTW analysis were computed based on variables assessing sociodemographics and child characteristics. Among the participants, 230 (14.0%) were regular users (60 minutes or more on a typical day) and 1,412 (86.0%) non-regular users (under 60 minutes on a typical day). Relative to non-regular use, regular use of mobile devices was significantly linked to conduct problems (IPTW-OR: 1.77, 95% CI: [1.03–3.04], p < .05) and hyperactivity/inattention (IPTW-OR: 1.82, 95% CI: [1.15–2.87], p < .01). Based on these results, routine and frequent use of mobile devices appear to be associated with behavioral problems in childhood.

Objective: This study examines the impact of digital mobile devices on different aspects of family time in the United Kingdom.Background: Recent years have witnessed increasing concerns surrounding the consequences of the widespread diffusion of Internet‐enabled mobile devices such as smartphones for family well‐being. However, research examining the extent to which mobile devices have influenced family time remains limited.Method: Using nationally representative time‐diary data spanning a period of unprecedented technological change (U.K. 2000 and 2015 Time Use Surveys), the authors construct a set of novel family time measures that capture varying degrees of family togetherness and examine changes in these measures over time. Novel diary data are also analyzed to explore the occurrence of mobile device use during different aspects of family time in 2015.Results: Children and parents spent more time at the same location in 2015, and there was no change in the time they spent doing activities together. However, there was a marked increase of alone‐together time, when children were at the same location as their parents, but did not report that they were copresent with them. The results show that children and parents used mobile devices during all aspects of family time in 2015, but device use was notably concentrated during alone‐together time.Conclusion: This study provides an empirical basis for documenting the impact of mobile device use on family time.

The use of mobile devices has become an everyday occurrence, and more and more higher education institutions have started adopting this technology in their interactions with students. Previous research has confirmed that mobile devices are becoming more widely used in learning. The sphere of formal education is not static but dynamic and evolving all the time, and central to this are developments in the technologies of teaching and learning. Educational institutions, which are seen as the bastion of new thoughts and thinking, need to ensure that these innovations and developments are incorporated in their teaching philosophies and mode of delivery – mainly to be able to accommodate the new generation of learners in the Industry 4.0, which impacts on their social and personal domains. Central to this, where the focus at tertiary institutions has shifted to, is the implementation of mobile learning technologies. This study investigates the views of learners regarding the use of mobile learning devices in their study and learning environments. In order to explore this aspect, the study aimed to determine the significance of age, gender and year of study in the use of mobile learning devices. No statistically significant differences were found between the identified demographic variables (age, gender and year of study) and uses of mobile devices in a study and learning environment.

Aim: To study associations between the duration of the use of mobile electronic devices by schoolchildren and students and functional state of the eyes. Methods: The study was performed from September-May 2017-2020. Altogether 805 schoolchildren and students in Moscow and the Moscow region participated in the study. The pattern of mobile electronic device use was assessed by a questionnaire. Continuous variables were analyzed using unpaired t-tests. Associations between visual acuity and duration of the use of mobile devices were assessed using non-parametic correlation analysis. Spearman's correlation coefficients were calculated. Results: Almost 100 % of students reported using use mobile electronic devices. The device of choice was a smartphone. The total time of use of mobile electronic devices by middle and senior schoolchildren during school hours, on weekends and during vacation time significantly exceeded the daily total time of use by primary school students. Students spent more hours with mobile devices than schoolchildren. Students who had a day without a mobile device had a significantly higher volume of accommodation (ACV) (0.54 diopters) than those who used it daily (0.45 diopters; p &lt; 0.05). Conduisons: Hygienic recommendations for the use of mobile electronic devices by students and schoolchildren should include organizing a day off during the week in which the smartphone is not used.

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] The impact that mobile web-enabled devices have had on the lives and behavior of university students has been immense. Yet, many of the models used in the classrooms have remained unchanged. Although a traditional research approach of examining the literature, developing a methodology, and so on is followed, this paper’s main aim is to inform practitioners on observations and examples from courses which insist on and encourage mobiles in the classroom. The paper asked three research questions regarding the use, impact, and unintended consequences of mobile web-enabled devices in the classroom. Data was collected from observing and interacting with post graduate students and staff in two universities across two continents: Africa and Europe. The paper then focuses on observations and examples on the use, impact, and unintended consequences of mobile web-enabled devices in two classrooms. The findings are that all students used mobile web-enabled devices for a variety of reasons. The use of mobile devices did not negatively impact the class, rather students appeared to be more engaged and comfortable knowing they were allowed to openly access their mobile devices. The unintended consequences included the use of mobiles to translate text into home languages.

The impact that mobile web-enabled devices have had on the lives and behavior of university students has been immense. Yet, many of the models used in the classrooms have remained unchanged. Although a traditional research approach of examining the literature, developing a methodology, and so on is followed, this paper’s main aim is to inform practitioners on observations and examples from courses which insist on and encourage mobiles in the classroom. The paper asked three research questions regarding the use, impact, and unintended consequences of mobile web-enabled devices in the classroom. Data was collected from observing and interacting with post graduate students and staff in two universities across two continents: Africa and Europe. The paper then focuses on observations and examples on the use, impact, and unintended consequences of mobile web-enabled devices in two classrooms. The findings are that all students used mobile web-enabled devices for a variety of reasons. The use of mobile devices did not negatively impact the class, rather students appeared to be more engaged and comfortable knowing they were allowed to openly access their mobile devices. The unintended consequences included the use of mobiles to translate text into home languages.

BackgroundThe growth of digital technology has created challenges for safe and appropriate use of mobile or portable devices during work-integrated learning (WIL) in health care environments. Personal and professional use of technology has outpaced the development of policy or codes of practice for guiding its use at the workplace. There is a perceived risk that portable devices may distract from provision of patient or client care if used by health professionals or students during employment or WIL.ObjectiveThis study aimed to identify differences in behavior of undergraduate nurses in accessing information, using a portable or mobile device, when undertaking WIL compared to other non-work situations.MethodsA validated online survey was administered to students while on placement in a range of health care settings in two Australian states.ResultsThere were 84 respondents, with 56% (n=47) reporting access to a mobile or portable device. Differences in use of a mobile device away from, compared with during WIL, were observed for non-work related activities such as messaging (P<.001), social networking (P<.001), shopping on the Internet (P=.01), conducting personal business online (P=.01), and checking or sending non-work related texts or emails to co-workers (P=.04). Study-related activities were conducted more regularly away from the workplace and included accessing University sites for information (P=.03) and checking or sending study-related text messages or emails to friends or co-workers (P=.01). Students continued to access nursing, medical, professional development, and study-related information away from the workplace.ConclusionsUndergraduate nurses limit their access to non-work or non-patient centered information while undertaking WIL. Work-related mobile learning is being undertaken, in situ, by the next generation of nurses who expect easy access to mobile or portable devices at the workplace, to ensure safe and competent care is delivered to their patients.

Mobile devices are increasingly being used in dermatology to take clinical images, particularly in settings where medical photography services are not readily available. Healthcare professionals are expected to use mobile technology safely to improve patient care. Published UK guidance on the use of mobile photographic devices in dermatology details standards in three key areas: gaining patients’ informed consent, safe use of mobile devices to capture patient images, and safe transfer and storage of these images. A quality-improvement project was conducted across three UK centres. Baseline data were collected over a 2-week period in January 2023 using an anonymous staff survey and analysis of 50 outpatient encounters where mobile devices were used to take clinical images. Our survey achieved a response rate of 77% (n = 20) from consultants (60%), specialty doctors/fellows (30%) and nurses/advanced care practitioners (10%). All respondents sought patient consent prior to taking images on their personal devices, with only 10% using written consent forms (remainder using verbal consent). Thirty-five per cent reported always documenting consent in patient notes and only 20% discussed the risks and benefits of using mobile devices to take patient images. Eighty-five per cent used devices with strong passcodes (six or more characters), but only 50% confirmed that data encryption was enabled on the device. Thirty-five per cent disabled cloud-based back-up systems, 55% disabled Bluetooth and only 5% switched off global positioning system information before taking patient images. For image transfer, 80% used NHS.net email and 20% used a secure clinical image transfer application. Seventy per cent confirmed using a secure network server for image storage and that they always removed patient images from their device after transfer. Analysis of 50 patient encounters revealed that verbal consent was only documented in 8% of cases and a discussion around the risks and benefits of using mobile devices was not documented in any case. National guidance states that it is the healthcare professional’s responsibility to give patients clear information on the risks and benefits of using mobile devices to capture and transfer clinical images for storage, without which there is no informed consent. Our findings highlight a lack of awareness and adaptation of practice to these standards. We will ascertain reasons for this and implement interventions to meet guidance, including an educational meeting and introduction of a standardized written consent form to ensure patient safety and appropriate informed consent. We will present our findings on the impact of these interventions following subsequent rounds of data collection.

This study investigates how using mobile phones to access investment-related information leads to a distracted frame of mind, overconfidence bias and confirmation bias, ultimately resulting in irrational investment judgement. The study incorporated the moderation effect of the fear of missing out on investment-related information (I-FoMO). The data were collected from 331 non-professional retail investors and analysed using a multi-analytic, two-staged approach comprising partial least squares structural equation modelling (PLS-SEM) and artificial neural network (ANN). The study identifies a statistically significant positive association of mobile phone usage with a distracted frame of mind and overconfidence bias. Confirmation bias is the most significant predictor of irrational investment judgement. The study also confirms the significant moderating role of I-FoMO in various hypothesized relationships. With their significant implications for rationalizing investment judgement, the study results shed new light on the impact of mobile device use on investment decisions.