Smartphones In Classroom Research Articles

The teachers' ban or permission of smartphone use in Algerian secondary school classrooms

Over the past few years, smartphones have grown exponentially in popularity, especially in education. As part of a new pedagogical trend, many educational institutions are integrating smartphones into the classroom as a learning tool. This paper investigates students' different use of smartphones during lessons, both with and without their teacher's permission. The study also examines the duration of smartphone use by students in these two cases. A quantitative research design was employed, and data from a random sample of 195 students in the Setif district (east of Algeria) was collected using a questionnaire. The data was analyzed using descriptive statistics in SPSS v26. The findings revealed that 97.4% of students own a smartphone, and 77% use it daily for more than three hours. Only 27.2% of teachers allow their students to use smartphones during lessons. The findings also indicated that 60% of learners spent more than 10 minutes using their smartphones during lessons without the teacher's permission for non-educational purposes. Additionally, 23% of learners spent more than 10 minutes using their smartphones during lessons with the teacher's permission for educational purposes. The study concluded that there is a link between the amount of time learners spend on their smartphones in classrooms and teacher decisions. Learners use their smartphones more for non-educational purposes if the teacher does not allow them to use them for educational purposes. The most important recommendation is to understand how students use and think about their smartphones.

Does the Brain Drain Effect Really Exist? A Meta-Analysis.

Smartphones have become an indispensable part of everyday life. Given the current debate about the use of smartphones in classrooms and schools, it seems appropriate to examine their effects on aspects of cognitive performance in more detail. Ward and colleagues not only demonstrated the negative effect of smartphones on cognitive performance but also showed that the mere presence of these devices can have this effect-this is known as the Brain Drain effect. In the present article, a meta-analytic approach was adopted in order to verify these findings. Here we show a significant overall negative effect of smartphone use and presence. In a database search we identified 22 studies with a total of 43 relevant effects that could be assigned to the categories "memory", "attention", and "general cognitive performance". A subgroup analysis suggests that not all cognitive domains are equally affected by the negative effect of smartphones. The heterogeneity of the effects reinforces this finding. The nationality of the test subjects or the origin of the studies was identified as a further key variable. Our findings also indicate that the distracting effect of smartphones varies on the area studies and further research is necessary. In view of the present research results, it seems important that people in general, and especially children and adolescents in schools and classrooms, learn how to deal with the distracting potential of smartphones.

Smartphones in the university classroom: less problematic than we tend to think?

ABSTRACT Smartphones are a key part of life for university and college students, and indeed for many people [Pew Research Center. (2021, April 7). Mobile fact sheet. https://www.pewresearch.org/internet/fact-sheet/mobile /]. A growing body of research suggests that these technological devices, when used in a classroom, lead to various issues and problems for students from distraction/loss of focus to procrastination, and ultimately impact performance and grades. Media coverage has pointed to smartphones as a scourge responsible for the decline of an entire generation of university and college students. Much of the research, while important and timely, tends to study what technological devices ‘do to’ people. There has been less focus on how students temper their use of smartphones in a classroom and while doing schoolwork – in other words, what they ‘do with’ their technological devices, such as smartphones. This research was completed in Winter 2021 via online survey with 632 undergraduate students at a large Canadian University. It found that students employ a variety of strategies that help mitigate the risks of smartphone use. These include installing apps that manage time on various platforms, turning off notifications, or placing their phone in a coat or bag. Some students turn off their phone or leave it in another room when taking online classes. This study positioned the students themselves as ‘experts’ in the use of their smartphones. The findings suggest that many students feel they limit their smartphone use in class or while studying far better than professors and the media suggest.

A study on utilizing SPALT technology in the classroom

The objectives of this study are to identify the use of smartphone-assisted language teaching in the classroom and to explore its importance and advantages. Computers, mobile phones, etc. are introduced in the classroom and several studies are being carried out in this area. When compared to such studies, the present study focuses on the use of smartphones in language teaching and also explores its importance of it. For the present study data were collected from higher-educational institutions to identify the use of smartphones in classrooms using a structured questionnaire. 100 respondents participated. The findings of the study reveal that smartphone usage was found in classrooms and was useful for students.

Smartphones and academic performance: evidence from India

Purpose This paper aims to explore the impact of excessive smartphone use on students’ academic performance. In today’s digitalized world, smartphones have become a vital device in human lives and have taken control over every aspect of day-to-day activities. Design/methodology/approach After a thorough literature review, the factors associated with smartphone use that impact student performance were identified, and a conceptual framework was developed. Further, a survey was conducted by contacting 264 students pursuing higher education in India to test the model. Structural equation modeling was adopted to test the hypotheses. Findings Results indicate that there is no direct impact of excessive mobile phone use on student performance. However, it can be observed that excessive mobile phone use impacts student performance indirectly mediated by technoference. Research limitations/implications This study was conducted among students pursuing higher education in cosmopolitan cities with representation from India. Future studies can test the model among students in tier two cities and rural areas and primary and high school students for more insights. Practical implications This study has suggestions for college management to promote a hybrid learning model and prohibit using smartphones in classrooms and academic areas. Originality/value This study is among the earliest to explore the impact of technoference in an academic environment.

Educational Platform based on Smartphone to Increase Students’ Interaction in Classroom

Current smartphones meet all the criteria for university application. This technology opens the door to develop new techniques to enhance teaching methods. In addition, it presents an interest solution for students’ guidance and helping. Thus, the idea of this proposal aims to provide a platform around smart phone based on android to help student and teachers managing their courses. It is based on the Internet of Things to increase digital interaction and improve the teaching process while delivering traditional lectures. The system encompasses three main parts. The first step is carried out for guiding students to find their classroom and teacher’s desk. The second part was developed to help teachers to monitor the attendance of students. The third part is dedicated for improving e-learning in classroom by managing the educational process with the purpose of providing the adequate platform for data management. The platform, therefore, succeeded to provide the adequate solution to prevent the misuse of smart phone in classroom, and to enhance the learning methods using smart technologies.

Smartphone in Classroom: Yes or No?

From the 1990s onwards, several international agreements were signed with the objective of universalizing education. Such action was strengthened at the World Education Forum in Dakar, Senegal in 2000, where 164 countries, including Brazil, signed a commitment to provide Education for all - EPT. To make this possible, it was established as one of the commitments to raise new information and communication technologies to support the effort to reach the EPT goals. Since then, numerous actions have been developed for the insertion of Information and Communication Technologies - ICT's in Education. However, this is not only a reality in Education, as nowadays we are immersed in new technologies, making us have new ways of interacting, communicating and learning. In this context, there has also been an expansion of cell phone use by the population for various purposes. Thus, bringing this instrument as an ally in the teaching-learning process becomes of great value. Thus, a literature review research was carried out, observing the use of cell phones from two perspectives: in general use by the Brazilian population and from the perspective of legislation, in order to contextualize the use of cell phones as an educational resource in contemporary times. At the end, as a result of this article, three studies are presented that demonstrate the use of cell phone applications in the school environment and finally expose four applications for the use of cell phones as an educational resource for continuing education and in the teaching-learning process.

The Use of Smartphones as an Educational Tool in the Classroom: Lecturers’ Perceptions

This paper aims to study the lecturers’ perceptions toward the use of smartphone as an educational tool in classroom. The study also investigates the benefits and perceived barriers of smartphone use by students in classroom from the lecturers’ perspective. A quantitative research design was employed and data from a random sample of 50 lecturers of Kandahar University was collected using a questionnaire. The data was analysed by descriptive statistics using SPSS v24 software. The findings revealed that the lecturers allow the use of smartphone as an educational tool in classroom for all its functions except for the use of social media. The findings also indicated that the lecturers perceive the use of smartphone by the students in classrooms to be beneficial for students in their learning in various ways. Moreover, the findings showed no major perceived barriers by the lecturers’ for the students’ use of smartphones in classroom.

Connected youth, connected classrooms. Smartphone use and student and teacher participation during plenary teaching

The aim of this article is to study how recent and rapid increase in students' use of smartphones in classrooms affects how participation is organized and carried out in teaching and learning situa ...

Design and Assessment of Using Smartphone Application in the Classroom to Improve Students’ Learning

Teachers are always frustrated with students and their use of cell phones during classroom. Texting, tweeting, and snap chatting during in class are an incredible distraction, resulting in a difficult teaching environment. In this paper, we pro-pose an innovative approach to encourage students to use effectively their smartphone in classroom. The main idea behind this is to develop an easy and friendly application related to the course that may be accompanied by the used textbook. The proposed application can be adapted easily to any textbook, where no coding is required.

Smartphones in classrooms: Reading, writing and talking in rapidly changing educational spaces

Smartphones in Classrooms : Reading, Writing and Talking in Rapidly Changing Educational Spaces

Smartphones in public secondary schools: Views of matric graduates

Many schools in South Africa ban smartphones. The decision does not take into account the views of the learners. The purpose of this paper was to elicit learners' views regarding smartphones in schools. A survey design was used and data were collected from 93 learners using a questionnaire consisting of closed- and open-ended items. Data were analysed using descriptive statistics for the closed-ended items and taxonomical analysis was used for the open-ended items. The results indicate that 55.9% of learners are of the view that smartphones should be allowed in schools. The results from the open-ended items show that information searching and processing were the most prevalent views among learners. While the learners acknowledged possible distractions using smartphones in classrooms, their views included setting rules to limit any misuse of smartphones in schools. This study recommends further study on learners' views regarding smartphones in schools.

Examining Students’ Habit of Using Smart Phones in Classroom: A Case Study on Students of BINUS University

Examining Students’ Habit of Using Smart Phones in Classroom: A Case Study on Students of BINUS University

Smart Use of Smart Phones in Classrooms – Interrupt Fun to Educate

Nowadays, technology is invading our homes and schools. Teenagers, children, and even babies are attached to smart devices and their apps. Parents and teachers are trying to resist this trend as they believe their children are spending a lot of time playing and having fun with these devices. They think the more the children play, the less time they have for studying. The researchers decided to go against this trend and came up with a new concept called IF2E (Interrupt Fun to Educate). They developed a special app called KidKit to be installed on smart devices. It allows the teacher or the parent to create a test of several questions of different format on a specific subject. The child will be given the smart device with KidKit installed and running. S/He will not be able to close or stop the KidKit app because it is password protected. The app will ask the child a question; when the correct answer is provided, the child will be rewarded and KidKit will open his/her favorite game for a minute. After this, another question will pop up, and the cycle is repeated every minute until the test is over. The researchers introduced KidKit to four sections of grade six studying programming. The students were evaluated with and without KidKit using four different exams. A one-way ANOVA was used to compare the results. The results showed that KidKit had a positive effect on student achievement.