Smartphone usage is a common way most teenagers and young adults utilize their time, spending above 7.5hours on them on a daily basis (Dávideková, 2016). 7.5 hours that are utilized in phones is almost equal in length to a full workday. Students heighten smartphone usage by having two or more phones simultaneously, spending 10 hours and 45 minutes of contents within their daily 7.5 hours. The trend is exacerbated into the universities and colleges where the young adults are not regulated on how they use their phones, except in examination rooms. Pugh (2017) determined that 90 percent of university students would use their phones at the same time reading or doing something else, what is commonly referred to as multitasking. Abramova, Baumann, Krasnova, and Lessman (2017) determined further than 69 percent of students were either text messaging in their classes, 29 percent were either on Facebook or using other social media platform in class, and 21 percent utilizing the smartphones for off-task reasons (such as playing games). This paper synthesizes further a few research articles that have been done on smartphone usage and concentration or distraction and highlights the implications of their use.
Young adults or students have always erroneously indicated that when they use their smartphones concurrently with reading or other things, their concentration and ultimately productivity is boosted. A person with a particular goal and enough motivation, like to study and excel in an exam in a complex class, may not prioritize using his or her phone most of the time (Ford, 2017). On the contrary, people with less far-reaching goals like chatting with their friends on WhatsApp, Facebook, email or twitter, have a higher tendency to use their smartphones (Dávideková, 2016). The prevalence of use of smartphones among the teenagers and young adults increases issues regarding its consequences and impacts as far as learning, understanding and other important aspects are concerned.
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The use of smartphones may compromise learning through speedy utilization of the inadequate size of learning’ information processing avenues. This includes particular attention processes, which leaves limited space for substantial learning. The scattered attention hypothesis as well as an information-processing model as elaborated by Dávideková (2016) can explain this. The theories have been maximized to show how individuals who engage with the smartphones and related gadgets develop a limited capacity to process particular information within their environment (Pugh, 2017). Attention boosts processing of intended stimulus whereas decreasing processing of unattended stimuli. Thus, using smartphones negatively influence performances in the institution as well as cognition.
According to the trained attention theory indicates, when smartphones are used on a frequent basis, the cognitive control is heightened though ultimate training as well as enhancing control processes. Swar and Hameed (2017) reveal that the use of smartphones and performing other tasks enhance mental flexibility that allows increased efficiency and productivity, which are very critical skills in terms of success in contemporary work and schools. Empirical studies extensively have reported a significant drop in academic endeavors because of the use of smartphones (Pugh, 2017). Frequent users of smartphones correspondingly attain lower college GPAs. Smartphones use during times of lecture or any forms of instruction has destructive consequences. Smartphones are highly accepted technology by several university students and are commonly used. In a research that investigated the effect of in-class smartphone usage in the course lecture on test performance of students, learners reacted to messages that their lectures in an entire 30 minute videotaped lecture (Abramova et al., 2017). Some of those students that were in the high text-messaging category performed poorly in an information post-test compared to those students that were in low text messaging group.
Smartphones are specifically distracting when doing studies or coursework outside of class. When young people are not monitored or committed to anything, they easily get into media platforms like email, Facebook or WhatsApp to connect with friends. A survey study done on 1848 students found that the use of Facebook while the students are doing schoolwork negatively affects the ultimate semester GPA. Swar and Hameed (2017) emphasized that Facebook or texting while doing other things like schoolwork may be so involving to a student’s potential for cognitive processing, hindering deeper knowledge. Kibona and Mgaya (2015) emphasize that the more time people spent on their smartphones; the lower they perform in whatever they are committed.
Even though students understand the possible negative effect of usage of smartphones, they still insist to use it. Survey replies that assessed frequency and the time people take in using their smartphones indicated that students overlook the impact of using smartphones on learning or their daily activities over time. 503 students did a nine-question survey examining their frequency and duration of using social media platforms and non-class connected internet use when lectures were continuing (Kibona & Mgaya, 2015). Most of the students demonstrated their poor awareness of how the use of smartphones affected their learning. Most of them confirmed that they did not use emails as much they used Facebook and WhatsApp. 68 percent of the students supported that they could listen to the teachers at the same time they were using their phones (Ford, 2017). This suggested an incapacity of students to make precise and discerning decisions concerning using a smartphone while doing their academic work or other endeavors.
In conclusion, most smartphone users fail to recognize the level of negative effects associated with the phones on their performance in their academic work. In fact, most students hold that using their phones increases their productivity. Research determines that smartphone usage extends even outside of the classroom, or their homes. Notably, people should be advised that smartphone usage negatively affect their performance. Therefore, they should monitor how they use the technology in all they do. Educators and parents need to foster student’s self-responsibility in terms of using the smartphones that will encourage their self-efficacy and be motivated to learn.
References
Abramova, O., Baumann, A., Krasnova, H., & Lessmann, S. (2017). To Phub or not to Phub: Understanding Off-Task Smartphone Usage and its Consequences in the Academic Environment.
Dávideková, M. (2016). Digitalization of Society: Smartphone–a Threat. In 8th International Research Conference .
Ford, D. A. (2017). Managing Distractions Through Advocacy, Education, and Change. In Distracted Doctoring (pp. 169-187). Springer, Cham.
Kibona, L., & Mgaya, G. (2015). Smartphones’ effects on academic performance of higher learning students. Journal of Multidisciplinary Engineering Science and Technology , 2 (4), 777-784.
Pugh, S. (2017). Investigating the relationship between smartphone addiction, social anxiety, self-esteem, age & gender. Swar, B., & Hameed, T. (2017). Fear of Missing out, Social Media Engagement, Smartphone Addiction and Distraction: Moderating Role of Self-Help Mobile Apps-based Interventions in the Youth. In HEALTHINF (pp. 139-146).
