Bring Your Own Device Research Articles

Green IT and BYOD: driving sustainability, job performance, and well-being in remote work

Purpose This study aims to explore the impact of bring your own device (BYOD) practices on teleworkers’ job performance, work–life conflict and their implications for environmental sustainability, with a particular focus on Green IT in the post-pandemic remote work context. Drawing on the job demands–resources (JD-R) model, it examines the relationships between private technology adoption, job demands, job resources, job performance and work–life conflict, while also assessing how BYOD impacts environmental outcomes such as electronic waste reduction and carbon emissions. Design/methodology/approach The study used confirmatory factor analysis and structural equation modelling (SEM) using AMOS version 22 to evaluate seven hypotheses among 424 full-time teleworkers from various occupational sectors in Mauritius, a developing country. Findings SEM results confirm that BYOD enhances job performance and work–life conflict through increased job autonomy, workload and work pressure. BYOD and teleworking also contribute to Green IT and environmental sustainability by reducing energy consumption and electronic waste, indirectly supporting broader sustainability goals through reduced corporate device demand and lower commuting-related emissions. Practical implications Organisations should leverage BYOD policies to advance Green IT practices and improve work performance in remote settings, focusing on balancing job demands with resources like work autonomy to enhance productivity and well-being. Originality/value The findings strongly support the JD-R model in the context of remote work and BYOD, particularly in developing economies with limited infrastructure, offering insights for policies that enhance both employee well-being, Green IT and environmental sustainability.

THE EFFECT OF THE BYOD MODEL IN COMPARISON WITH THE TRADITIONAL USE OF ICT IN PRIMARY SCHOOLS

It is often today claimed in the media and literature that we are in a time of tremendous technological growth, with everything in society being modernised and the dominance of digital technologies on the horizon. In contrast, digital technologies can result in changes in society and greatly affect interpersonal relationships and communication between people. Digital technologies affect all generations, and especially children in primary school. It seems that the use of these devices in education could be beneficial for both parties, schools and pupils. Thanks to their flexibility there is the possibility of using different didactic approaches that directly respond to the specific learning styles and diverse needs of pupils, from the slowest to the most gifted. The aim of this paper is to describe the effect of the Bring Your Own Device (BYOD) model in comparison to the traditional concept of digital technology in the higher primary school classroom. The aim of the research was to compare the effect of the BYOD model on teaching compared to the traditional use of digital technology using a questionnaire and a didactic test. The research was conducted in Czech Republic and utilized pupils smartphones and Ipads. For this finding, thematically identical teaching units were designed and implemented for two groups of pupils. The two experimental groups differed from each other only in the way they used digital technologies. This experiment was conducted in the context of teaching two tribal classes of children 11-12 years old. A total of 42 children participated in the research, of which 18 formed the research group and 24 formed the control group. The design of the thematic units was oriented to one of the modules of the computer science subject. Specifically, the lessons focused on hardware and software. The Nearpod web application was chosen for the BYOD model intervention in teaching, mainly because of its availability, accessibility and ease of orientation in the application. The research results suggest that the BYOD model may not always be effective; however, factors that caused or otherwise influenced this are discussed.

BYOD Security Policy Model: A Systematic Literature Review

In education sector, Bring Your Own Device (BYOD) Security Policy (BYOD-SP) was established as earlier in 2015 in foreign universities with the purpose to safeguard campus’s network, system and confidential data and information. BYOD-SP is one of the strategic planning launched, aims to achieve maximum security for personally owned device through BYOD phenomenon. BYOD-SP acts as an official documentation that describes the detailed explanation of each component for the BYOD users to abide to all the components’ requirement in BYOD-SP. In BYOD practice in education field, BYOD-SP must meet the education agenda where BYOD-SP need to be tailored following education strategic plans and eliminate potential attacks that might cause the universities in loss if BYOD-SP is launched without having a robust model to refer of its components. Hence, it is crucial as this will welcome unauthorized parties to get access, gain and steal campus corporate data in BYOD environment. This study aims to identify what the necessary components that could assist top management and policy makers to formulate the comprehensive BYOD-SP in future and BYOD can be one of mobile computing that being accepted to be practiced in secured environment. Existing studies were executed in many research designs, where the review fulfilled the Preferred Reporting Items for Systematic reviews and MetaAnalyses (PRISMA) publishing standard. Two common online databases, World of Science (WOS) and Scopus were utilized to observe articles for this study purposes where a total of 16 articles published from 2013-2022 were reviewed to answer the formulated research questions on BYOD-SP. This review includes a topic based on the thematic analysis which is the components in drafting BYOD-SP documentation. The findings from this study proved four main components to be emphasized in tailoring BYOD-SP which are Device, Process, People and Jurisdiction/Law. The research’s findings here may drive the organization to have a reference model of BYOD-SP components and come out with the sturdy BYOD-SP to be adhered by all individuals in education premises. The top management in the organization need to involve in the procedures in each component of BYOD-SP to alleviate the case of security breach in BYOD activities.

An improved smart contract-based bring your own device (BYOD) security control framework

The evolution of mobile technology has produced new methods and policies for organisations to process data and communicate. Bring your own device (BYOD), which allows employees to bring their own personal devices to work and access organisational resources for work purposes, is one such new policy. However, as this practice poses significant risks, organisations must implement commensurate security measures to protect their integrity. This paper aimed to mitigate these risks by proposing a decentralized and unassailable security control solution tailored to the BYOD environment. The proposed architecture leveraged business blockchain with smart contracts (SCs) to automate policy compliance and strictly adhere to organisational rules and regulations. The research demonstrated that this approach effectively reduces access control (AC) threats and enhances security policies and management. The findings highlighted that the implementation of SCs within a blockchain framework significantly improves the security of the BYOD environment by minimising the risks of unauthorised access, data breaches, and insider threats. Additionally, SCs enable organisations to establish decentralised and tamper-proof security control systems, reducing the dependence on centralised authorities and bolstering overall system integrity.

Examining 21st century skills in BYOD schools: From programs to practice

Bring-your-own-device (BYOD) is a common strategy to increase technology integration in schools and give learners more responsibility in using digital devices for educational purposes. In particular, learners are expected to develop domain-general 21st-century skills when using their personal devices. Although there is no consensus regarding a comprehensive framework of 21st-century skills, most conceptual models incorporate aspects such as collaboration, communication, creativity, and critical thinking—so-called 4C competences—as well as self-direction and the use of digital technologies for learning, among other aspects. The importance of these competencies has been stressed in general and vocational education. To study the relationship between BYOD approaches and self-reported 21st-century skills, we conducted a survey of N = 8265 upper-secondary students from 100 schools in Switzerland. Using multilevel linear modeling, we compared the self-reported 21st-century skills of students with or without personal digital devices for learning in general and vocational education tracks. Our results indicate that learners reported higher levels of 21st-century skills by indicating that they brought their own devices to school, especially with regard to creativity, self-direction, and the use of technology for learning. However, an official BYOD program was no significant predictor of students’ self-reported skills. The interactions between an official BYOD program and actual BYOD practice in class were not significant. Further, self-reported levels of 21st-century skills seemed to be higher in general than in vocational education. The study indicates that a BYOD concept alone does correspond to students’ 21st-century skills but actual BYOD practices do.

Learning mathematics with personal mobile devices in school: a multigroup invariance analysis of acceptance among students and teachers

Students’ use of personal mobile devices (PMDs), including smartphones, tablets, and laptops, in mathematics classrooms globally has become feasible due to the implementation of the bring your own device (BYOD) initiatives and policies in schools. Students’ academic use of PMDs in mathematics learning has been associated with increased motivation, enjoyment, and enhanced performance. While debates continue worldwide on the bans of PMDs in schools, it is noteworthy that students in Namibian basic education are not permitted to use PMDs in schools. This study employed a comparative nonexperimental quantitative research design to assess the perceived usefulness (PU) and behavioural intention (BI) to use PMDs in mathematics classrooms among 500 Namibian students and 209 teachers. The study employed a volunteer purposeful sampling method to select participating students and teachers from government schools in the Omusati and Khomas regions. Student selection was based on self-selection from full-class mathematics groups. Similarly, the study utilised volunteer purposeful sampling to recruit grades 4–12 mathematics teachers. Utilising structural equation modelling, the findings revealed that students expressed more positive ratings for PMD usefulness and intention than did teachers. Furthermore, PU significantly predicted students’ BI to learn mathematics with PMDs in school. Multigroup confirmatory factor analysis supported configural, metric, and scalar invariance in PU and BI factor structures across both participant groups. However, when students’ latent means of PU and BI are set to 0, the teachers’ latent mean parameter estimates are negative, suggesting potential disparities. Teachers should recognise and leverage students’ positive perceptions of PMDs to enhance motivation and engagement in mathematics learning. Simultaneously, ensuring consistent assessment across participant groups is essential, while addressing teachers’ PMDs reservations through professional development and support remains crucial.

Transforming exams

This paper focuses on the 'IT' side of a bring-your-own-device (BYOD) based e-Exam system developed as part of an Australian government funded project. In short, students in the exam room boot their own laptops using a specially crafted USB stick that contains a standardised operating system and application suite. By giving teachers and students access to contemporary software tools we are providing the opportunity to greatly expand the pedagogical landscape of the exam room encouraging more authentic assessment practices. The roles for the 'Us' (organisations) and 'Me' individuals within the process of running an e-exam are also outlined in order to provide a richer description on the approach.

An Evaluation of the Proposed Security Access Control for BYOD Devices with Mobile Device Management (MDM)

Bring Your Own Device (BYOD) at Work is a growing practice that has significantly increased network security vulnerabilities. This development has tremendous implications for both businesses and individuals in every organization. As a result of the extensive spreading of viruses, spyware, and other problematic downloads onto personal devices, the government has been forced to examine its data protection legislation. Dangerous apps are downloaded into personal devices without the user's awareness. As a result, both people and governments may suffer disastrous repercussions. In this research, proposed BYODs are troublesome since they can change policies without consent and expose private information. This type of privacy violation has a domino effect, resulting in substantial legal and financial consequences as well as decreased productivity for enterprises and governments. Governments have a daunting problem since they must protect networks from these threats while simultaneously considering user rights and privacy legislation. The framework of this paper that decreases the number of system limits and access control methods that are established for BYODs and cloud environments has been presented by the researchers of the study. They also attempted to protect user privacy by implementing Mobile Device Management (MDM) technology. The study's preliminary findings were optimistic, implying that the framework might reduce access control difficulties.

Endpoint cybersecurity: When smart devices turn stupid

With the proliferation of ever-cheaper IoTs (or smart devices) from smart doorbells to WiFi security cameras and baby monitors and hybrid work arrangements involving relaxed BYOD (Bring Your Own Device) policies, cybersecurity education must build awareness on the threats that endpoints pose. While securing corporate networks from cyberattack gains much attention, there is a dearth of educational material that exemplifies the processes by which endpoints are used in hacks, and how to build defenses against endpoint vulnerabilities. This teaching case provides a Defense in Depth (DiD) learning framework on how to defend industrial cyber-physical systems, digital infrastructure and assets. The case illustrates the applicability of a DiD framework independent of attack vector yet particular to endpoint vulnerabilities and shows how lessons from the past can help defend and mitigate future cyberattacks.

Bring Your Own Device (BYOD): Organizational Control and Justice Perspectives

AbstractBring your Own Device (BYOD) is an increasingly popular phenomenon at work, with several potential benefits (e.g., cost reduction, convenience and flexibility) and concerns (e.g., security risk, blurring of work-life boundary, and privacy infringement). Yet, systematic research incorporating theoretical perspectives on BYOD has been limited. This paper analyzes BYOD by integrating organizational control and justice frameworks. For control, approaches advanced by Hopwood, Ouchi and Edwards were adopted, covering simple control, administrative/bureaucratic control, technical/technological control, social control, and self control. The justice framework includes both distributive and procedural fairness. It is posited that justice/fairness mediates the effects of the control mechanisms. Practices under various controls that are seen as fair or unfair are discussed and recommendations provided.

Effects of student-owned and provided mobile devices on mathematical modeling competence: investigating interaction effects with problematic smartphone use and fear of missing out

IntroductionNowadays, more and more digital resources are used in modern mathematical modeling classes. In order to access these resources, students need a suitable digital device—often mobile devices are used for this purpose. There are several concepts to enable students access to such devices. For example, students can be allowed to use their self-owned devices [Bring Your Own Device (BYOD) concept] or teachers can hand out school-owned devices to their students [device pool (pool) concept]. Currently, little is known about possible effects of different mobile device access concepts on student learning. Hence, in this study, we investigated their effects on students’ mathematical modeling competence. In doing so, we also considered an interaction between the access concept and the effects of (a) students’ problematic smartphone use and (b) students’ fear of missing out on learning mathematical modeling.MethodTo this end, we conducted an experiment, measured students’ mathematical modeling competence as the outcome variable, and analyzed data of 263 German students in grades 8 and 9 using a multilevel model. In the experiment, students were randomly assigned to one of two study conditions and completed a mathematics modeling workshop. In the BYOD condition, students utilized their self-owned smartphones to work on the workshop tasks, whereas in the pool condition, students utilized institutionally provided smartphones.ResultsAs a main finding, our results showed an interaction effect between the mobile device access concept and students’ problematic smartphone use on their competence (β = −0.24, 95% CI [−0.47, −0.01]). Students utilizing their self-owned smartphones were negatively affected by their problematic smartphone use (B = −1.45, 95% CI [−2.45, −0.46]), whereas students utilizing provided smartphones were not affected (B = 0.04, 95% CI [−1.01, 1.09]). Students with maximal problematic smartphone use achieved higher competences when utilizing provided devices (BBYOD−Pool = −1.20, 95% CI [–2.35, –0.05]).DiscussionOur study demonstrates the importance of thinking about effects of student-owned and provided digital devices on mathematics learning. Finally, we discuss (a) that our results do not reveal a general preferability for one of the two access concepts, as well as (b) the relevance of student characteristics when choosing an access concept.

Evaluation of security framework for BYOD device in cloud environment

The widespread practice of Bring your own device (BYOD) to work significantly raises cybersecurity risks. All organization’s employees and employers will greatly benefit from this trend. The growth of spyware, malware and other dubious downloads on individual devices has compelled the government to review its data security guidelines. Without user knowledge, hazardous apps are downloaded to personal devices. Both people and governments could suffer tragic consequences as a result of this. In this situation, BYODs are problematic since they can alter policies without permission and release private information. The main goal of the research was to detect fraudulent communications coming from BYOD environments. A network monitoring and managing information configuration settings of mobile devices in the network is established by providing policies and authenticating endpoint devices in the BYOD network using a mix of NAC and MDM. This framework deals with Security Manager (SaaS) as the second module is briefly described. The study's early results were positive and suggested that the framework would lessen access control-related issues.

Bring Your Own Device (BYOD) Student Experiences and Policy Considerations for Nontraditional Colleges

Bring Your Own Device (BYOD) Student Experiences and Policy Considerations for Nontraditional Colleges

Technology-Enhanced Collaborative Writing (TECW): Malaysian ESL Teachers’ Challenges and Strategies

Researchers have increasingly turned their attention toward Technology-Enhanced Collaborative Writing (TECW) as a valuable tool for second language acquisition. Despite the rapid adoption of technology in education, there exists a notable research gap concerning the challenges and strategies encountered by Malaysian ESL (English as a Second Language) teachers when incorporating technology into their collaborative writing classrooms. This paper seeks to bridge this gap by shedding light on the specific challenges faced by ESL teachers in Malaysia and the strategies they employ to integrate technology effectively into collaborative writing instruction. The research employs the Unified Theory of Acceptance and Use of Technology 2 (UTAUT 2) Model to measure these challenges, employing qualitative data collection methods through interviews with four ESL teachers situated in Kuala Lumpur’s Keramat District, all of whom are participants in the Bring-Your-Own-Device (BYOD) pilot program. These findings emphasize the strategies needed for ESL teachers to elevate the quality of their instruction aspects. Ultimately, this research hopes to provide valuable insights to guide teachers in crafting context-specific guidelines for TECW procedures and offers a foundational framework for enhancing ESL instruction in the Malaysian context.

Teacher's strategy in efforts to improve digital literacy skills of children aged 7-8 years

This study aims to explore the strategies of South Jakarta International School teachers in improving the digital literacy skills of students aged 7-8 years. This research uses a qualitative case study method focusing on learning activities, teacher strategies, and challenges teachers face. Research data were obtained from observation, interviews, and documentation. The research data were analyzed using Campbell's pattern matchmaking model. By utilizing BYOD (Bring Your Own Device) policies, teachers provide opportunities for students to access, be responsible, and utilize technology in learning. This policy benefits students, teachers, and schools. Teachers also implement digital literacy strategies to empower students in integrating technology into learning activities. Through digital learning resources teachers provide, students can develop digital literacy skills such as coding, typing, and digital applications. However, the study also found some obstacles, such as technical issues, self-learning, and online communication and security. This study recommends that teachers and students increase effectiveness, creativity, and initiative in the digital literacy learning process by using appropriate digital learning resources and applications. This study also recommends that parents be involved in the child's learning process by providing guidance and supervision, monitoring children's digital footprints regularly and having knowledge about information and digital literacy from various digital sources.

Enhancing BYOD mobile device security in a hybrid environment

Research on enhancing Bring Your Own Device (BYOD) security in hybrid environments is critically relevant and important to protect data and ensure customer and organizational trust through the development of strong security policies. The study aims to develop and implement effective strategies and interventions that will help ensure that corporate data and resources are protected when employees use personal mobile devices in an environment where both on-premises and cloud-based resources are present. The methods used include analytical, deduction, modeling, statistical, and synthesis methods. This research identified specific vulnerabilities of potential threats to BYOD mobile devices in a hybrid environment and developed security strategies that include recommendations for creating a security policy and using a mobile device management system. The research led to the development of specific technical solutions, such as recommendations for mobile device configuration. This included educating employees and managers about security rules and the importance of adhering to security policies, and updated lists of current BYOD security threats and challenges given the changing threat environment. The practical value of the work lies in providing practical relevance to organizations by providing robust protection of sensitive data and resources, increasing employee comfort and confidence in the security of personal devices, easing IT departments’ tasks of device management and threat detection, and increasing customer and partner confidence in a security-layer organization.

Infrastructure, human capital, and online teaching during COVID-19 disruptions: Teachers’ experiences at five South African private schools

This study explored the lessons that were learnt about online teaching during the COVID-19 pandemic in five private high schools in a suburb of Pretoria. Qualitative data was collected through interviews with 15 schoolteachers (three from each school), in which they were asked about their experiences with, and perceptions of, the online teaching that they and their schools provided during the periods in 2020 when in-person schooling was prohibited in South Africa due to the pandemic. Thematic analysis of the interview data produced two categories of factors that affected the ability of teachers to successfully offer online-only teaching and learning: infrastructural factors and human capital factors. Drawing on the teachers’ inputs in these thematic areas, four lessons learnt were determined, as follows: ensure reliable power supply in support of internet connectivity; allow teacher internet connectivity on a bring your own device (BYOD) basis; ensure practical and up-to-date teacher skills in online teaching; and harness the power of peer-to-peer knowledge-sharing.

Namibian Teachers’ Behavioural Intentions on Students’ Mathematics Learning Using Their Own Devices

Bring your own device (BYOD) policy implementation in schools worldwide has allowed students to learn subjects, including mathematics, using personal mobile devices (PMDs). PMD use has enhanced students’ mathematics enjoyment by bridging the gap between theoretical mathematics concepts and their practical applications, which makes mathematics more meaningful and leads to improved results. Nonetheless, students in Namibian basic education are not authorised to learn with PMDs in school. While students’ PMD use in school remains a topic of debate, there remains a need to investigate its impact on students’ mathematics learning and teachers’ perceptions of BYOD in mathematics classrooms. This study evaluated the perceptions and intentions of 209 Namibian mathematics teachers from the Omusati and Khomas regions regarding students’ mathematics learning using PMDs in schools. Data were collected through an online survey. A structural equation model revealed teachers’ positive intentions towards students’ use of PMDs through BYOD in learning mathematics in school. Perceived usefulness (PU), perceived ease of use (PEoU), and price value (PV) factors directly affected the teachers’ behavioural intentions (BI) towards students learning mathematics through BYOD. PEoU significantly affected teachers’ PU, and PV significantly affected teachers’ PEoU and PU. PU significantly mediated the relationship between PEoU and teachers’ intentions. PV significantly indirectly affected teachers’ intentions through PU. PEoU non-significantly mediated the PV and intention relationship. Practical implications are discussed, and recommendations are offered for the Namibian Ministry of Education, Arts and Culture and teacher training institutions.

Challenges for Use Mobile Devices, Aden Refinery Company (A.R.C) Case Study

Mobile devices such as smartphones, tablets, iPads, and laptops have become increasingly used in the workplace, bringing new cybersecurity challenges to organizations where they have been connected to the company's network. Bring Your Own Devices (BYOD) practice, which allows employees to use their personal devices for work purposes from anywhere and at any time. Although BYOD offers benefits, it also has drawbacks in the workplace. So, its adoption is a source of concern. This study's objective is to know which of the fourteen BYOD potential security concerns mentioned in the questionnaire were faced before by the IT department staff and how they ranked these BYOD potential security concerns depending on their experience from low to very high. A descriptive methodology was employed in this study. A questionnaire was used to collect data from forty people in the IT department at Aden Refinery Company. The results show that some BYOD potential security concerns have been faced by all the staff in the IT department, for instance (viruses and malware infections). Also, the results indicate that organizations need to create more awareness regarding BYOD security due to the IT department staff having faced more than one of the BYOD potential security concerns.

Adaptation and Modification of Digital Cognitive Assessments for Smartphone‐based and Unsupervised Conduct

AbstractBackgroundRemote and decentralized approaches to clinical outcome assessments in clinical trials can reduce patient and trial burden, improve recruitment and retention, and lower barriers to trial participation. Remote assessment may be facilitated through smartphone‐based cognitive assessment, especially in Bring‐Your‐Own‐Device (BYOD) trials, and can also enable novel designs, for example, the use of high frequency ‘burst’ assessments. Application of such digital assessments in remote or unsupervised settings requires understanding of potential error from test administration and delivery platform (e.g., smartphones vs. computer).MethodA series of studies explored the modification of the well‐validated Cogstate Brief Battery (CBB) to include practice trials with dynamic feedback to support unsupervised cognitive assessment, and adaptations for smartphone delivery. Data were drawn from healthy populations in (1) the Healthy Brain Project, where middle‐aged adults (n = 1,594) completed unsupervised cognitive assessments on a computer, (2) a pilot study of young adults (n = 60) who completed both smartphone and computer administration, and (3) a large (n = 35,000) study of adults who completed unsupervised smartphone‐based cognitive assessments in a BYOD context.ResultData from middle‐aged adults enrolled in the Healthy Brain Project indicated that adaptation of the CBB for unsupervised computer‐based assessment had high levels of acceptability (98% complete data) and usability (95%), with data meeting criteria for low error rates and ease of understanding). In young adults, rates of test completion were high and comparable (>98%), and performance accuracy (d’s <0.2) was equivalent between smartphone and computer administration. Performance was systematically slower (d’s >0.4) on smartphone than computer. Smartphone usability was high (e.g., >85% found text and button size to be ‘just right’), but there was not a strong preference for smartphone versus computer (56% preferred smartphone) and different issues of fatigue, distraction, and use of keyboard input were raised for the platforms. Similar findings of outcome consistency across platform were observed in the large BYOD sample (N>35,000).ConclusionThese results indicate that smartphone assessment has high acceptability, good reliability, and that accuracy of performance is equivalent between smartphone and computer versions. The data also raise important issues for the successful adaptation and modification of cognitive tasks for smartphone administration.