Mobile device usage in classrooms decreases student attention and test performance.
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SUPPORTED
the evidence backs this
refutedsupported
the weight of evidence
3 sources for · 1 against
Peer-reviewed literature indicates that cell phone and mobile device usage in classrooms introduces distractions and impairs academic performance and test scores.
and post-tests have revealed that the use of educational apps on mobile devices reduces the achievement gap between struggling and average students.
Educational technology (often abbreviated as edtech) encompasses computer hardware, software, along with educational theories and practices, used to facilitate learning and teaching. When referred to by its abbreviation, "EdTech," it often denotes the industry of companies that develop educational technology.
In addition to practical educational experience, educational technology draws on theoret
Computer-supported collaborative learning (CSCL) uses instructional methods designed to encourage or require students to work together on learning tasks, allowing social learning. CSCL is similar in concept to the terminology, "e-learning 2.0" and "networked collaborative learning" (NCL). With Web 2.0 advances, sharing information…
Computers and tablets enable learners and educators to access websites as well as applications. Many mobile devices support m-learning.
Mobile devices such as clickers and smartphones can be used for interactive audience response feedback. Mobile learning can provide performance support for checking the time, setting reminders, retrieving worksheets, and instruction manuals.
Such devices as iPads are used for helping disabled (visually impaired or with multiple disabilities) children in communication development as well as in improving physiological activity, according to the stimulation Practice Report.
Studies in pre-school (early learning), primary and secondary education have explored how digital devices are used to enable effective learning outcomes, and create systems that can support teachers. Digital technology can improve teaching and learning by motivating students with engaging, interactive, and fun learning environments. These online interactions enable further opportunities to develop digital literacy, 21st century skills, and digital citizenship.
The aim of this investigation was to explore student behaviour when students brought their own digital devices into a lecture theatre. A total of 361 undergraduate psychology students from the University of Liverpool who used at least one digital device during lecture time fully completed an online questionnaire (159 first-, 124 second- and 78 third-year psychology students) during the 2018–2019 academic year. Although all the three years of undergraduate students brought laptops and/or smartphones into a lecture theatre, there was no significant difference in academic performance over the years of studies. The findings have linked student multitasking processes in a lecture theatre to Social Cognitive Theory principles (reciprocal interactions between behaviours, learning environment, and individuals). There was a significant difference between the three years regarding the use of applications and student characteristics after controlling for the different types of devices. Students who used only one application during lecture time were more likely to achieve higher academic performance as they were less distracted from their primary tasks of processing and retaining information. Overall, this investigation concluded the importance of reconsidering the teaching delivery process so as to avoid students’ escapism using devices during lecture theatres due to their engagement level and lecture norm pressures.
Over the past decade, smartphone use has become widespread amongst today's children and young people (CYP) which parallels increases in poor mental health in this group. Simultaneously, media concern abounds about the existence of 'smartphone addiction' or problematic smartphone use. There has been much recent research concerning the prevalence of problematic smartphone use is in children and young people who use smartphones, and how this syndrome relates to mental health outcomes, but this has not been synthesized and critically evaluated. To conduct a systematic review and meta-analysis to examine the prevalence of PSU and quantify the association with mental health harms. A search strategy using Medical Subject Headings was developed and adapted for eight databases between January 1, 1st 2011 to October 15th 2017. No language restriction was applied. Of 924 studies identified, 41 were included in this review, three of which were cohort studies and 38 were cross sectional studies. The mental health outcomes were self-reported: depression; anxiety; stress; poor sleep quality; and decreased educational attainment, which were synthesized according to an a priori protocol. The studies included 41,871 CYP, and 55% were female. The median prevalence of PSU amongst CYP was 23.3% (14.0-31.2%). PSU was associated with an increased odds of depression (OR = 3.17;95%CI 2.30-4.37;I2 = 78%); increased anxiety (OR = 3.05 95%CI 2.64-3.53;I2 = 0%); higher perceived stress (OR = 1.86;95%CI 1.24-2.77;I2 = 65%); and poorer sleep quality (OR = 2.60; 95%CI; 1.39-4.85, I2 = 78%). PSU was reported in approximately one in every four CYP and accompanied by an increased odds of poorer mental health. PSU is an evolving public health concern that requires greater study to determine the boundary between helpful and harmful technology use. Policy guidance is needed to outline harm reduction strategies.
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