Using Smartphones as Constructivist Learning Tools

Abstract

Although smartphones bring great advantages to different spheres of life, they could also bring negative influences. Numerous benefits of using mobile technology have been identified however, that does not exempt them from having many disadvantages or distractions. These smartphone distractions are at the center of this study whose aim is to examine perceptions of academic staff on the factors that are affecting the use of smartphones as a constructivist learning tool by students, rather than as a mere communication and distraction gadget. The existing research gap is on whether the distractions posed by smartphones in learning could be turned into a positive by using smartphones for constructivist learning. Students face many challenges that at times force them to not be able to physically attend classes. A good example of these challenges is Covid-19, where everyone was forced to stay at home in order to control the spread of it. These challenges or problems prove the necessity of technology such as smartphones, where students can be able to utilize them to pursue their learning while they are away from school. Literature was used to identify key constructivist learning tool characteristics, a framework for maximizing factors to use smartphones as a constructivist tool was created and this framework was empirically tested. A Likert-scale questionnaire-based survey of academic staff from a university in Durban, South Africa, was conducted to determine whether the factors identified in the framework, in their opinion, influence the successful use of smart phones as constructivist tools by students. The data were analyzed for reliability and validity of the data gathering instrument; descriptive and inferential statistical results, factor analysis, which included the principal component matrix, and regression was used. The results indicate that the participants, i.e. members of academic staff, agreed that the factors influencing students' use of smartphones as constructivist learning tools would be influenced by attitudes, facilitating conditions, perceived usefulness, performance expectation and perceived ease of use.