{"id":9066,"date":"2018-12-03T09:31:36","date_gmt":"2018-12-03T14:31:36","guid":{"rendered":"https:\/\/news.elearninginside.com\/?p=9066"},"modified":"2019-01-29T11:00:15","modified_gmt":"2019-01-29T16:00:15","slug":"does-mobile-learning-fuel-mobile-addiction","status":"publish","type":"post","link":"https:\/\/news.elearninginside.com\/does-mobile-learning-fuel-mobile-addiction\/","title":{"rendered":"Does Mobile Learning Fuel Mobile Addiction?"},"content":{"rendered":"

The use of mobile devices for educational purposes inside and outside of classrooms has grown drastically<\/a> in popularity in recent years. At the same time, concerns over screen time, use of social media, the rapidly accelerating rates of teen suicide, and device addiction have also come to the fore. Some have suggested or implied a causal relationship exists between the two phenomena. But is there research to back up such a claim? Does mobile learning lead to mobile addiction?<\/span><\/p>\n

To begin, the advent of mobile addiction is very real. It is identified using similar criteria to other behavioral addictions, like gambling and video games. The authors of a 2016 NCBI study, using DSM-5 criteria for addiction, provide a table of symptoms that indicate mobile addiction<\/span><\/a>.<\/span><\/p>\n

Mobile Addiction and Nomophobia<\/h1>\n

A quick Google search reveals hundreds of investigations\u2014conducted by academics, journalists, and others\u2014into the advent of mobile addiction. An overwhelming amount confirm its presence. <\/span><\/p>\n

A 2014 study<\/a> conducted by a team led by Olatz Lopez-Fernandez found that 10% of U.K. youths aged 11-14 displayed mobile addiction. For Indian learners of the same age<\/a>, the figure stood somewhere between 39-44%.<\/span><\/p>\n

The negative effects can fall broadly into three different categories: social, physiological, and psychological. This is not the place to look for an exhaustive list. But to highlight the effects of mobile addiction, in a 2015 survey of Alabama University students<\/a>, a majority \u2018strongly agreed\u2019 with the following statements:<\/span><\/p>\n

\n

I feel safer when I have my phone with me (88%). <\/span><\/p>\n

I sleep with my phone within arm\u2019s reach (86%). <\/span><\/p>\n

I would panic if I lost my phone (81%). <\/span><\/p>\n

I would be upset if I left my phone at home (77%). <\/span><\/p>\n

I often find that I use my phone longer than I had intended (73%). <\/span><\/p>\n

I never turn off my phone (70%). <\/span><\/p>\n

I feel disconnected when I do not have my phone (68%). <\/span><\/p>\n

I need my phone at all times (67%). <\/span><\/p>\n

I would feel alone without my phone (66%). <\/span><\/p>\n

I think I hear my phone even when it makes no sound (63%). <\/span><\/p>\n

Because I am afraid I am going to miss something, I regularly check my phone (62%). <\/span><\/p>\n

I use my phone as a way of escaping from problems or relieving a bad mood (55%).<\/span><\/p>\n<\/blockquote>\n

We as a society have grown so attached to our phones in some cases that psychologists have a word for the anxiety one feels without it: nomophobia, as in the fear of \u2018no more phone.\u2019<\/span><\/p>\n

Potentially more troubling, the rate of teen suicide ideation (thinking about suicide) and attempts has drastically increased in the the past few years<\/a>. Health professionals still do not know why, but some have speculated that social media and mobile phone use are to blame. <\/span><\/p>\n

One thing, however, is clear: rates are far higher while school is in session.<\/span><\/p>\n

Many schools provide mobile devices and even encourage phone use in class for educational purposes.<\/span><\/p>\n

While Mobile Addiction Is Prevalent, Many Still Push for Mobile Devices in the Classroom<\/h1>\n

Earlier in November, Jon Landis, who heads the Education department at Apple\u2014a company that has a new classroom-focused iPad out this year along with numerous existing mobile learning initiatives\u2014took the stage at the State Education Technology Directors Association conference. He said that mobile learning is \u201cshifting the paradigm\u201d ok K-12 education.<\/span><\/p>\n

\u201cThis is about holding students accountable to the world that they are growing up in and more importantly, the world they\u2019re going to be in,\u201d he said according<\/a> to Edscoop<\/em>. \u201cTheir future is not the same as ours was growing up, it\u2019s remarkably different. And it\u2019s not just what we\u2019re using to teach \u2014 it\u2019s how we\u2019re teaching and who.\u201d<\/span><\/p>\n

Are these remarks misplaced? Is handing a mobile device to a young learner like buying them their first pack of cigarette?<\/span><\/p>\n

It turns out that a few teams of researchers have already asked this question.<\/span><\/p>\n

What Does the Research Say?<\/h1>\n

In 2017, Professors Neil Davie and Tobias Hilber surveyed a body of 104 students<\/a> at South Westphalia University of Applied Sciences in Meschede, Germany. Every single one owned a smartphone and 99% said they regularly had their devices with them in class. 95%, furthermore, said they used their smartphones for educational purposes either in or out of class. <\/span><\/p>\n

Using a method of survey developed at Iowa State University, the survey asked respondents a series of questions and gave them a score between 0 and 140 based on their answers. A score between 0 and 60 indicated mild- to no nomophobia. 61-100 represented moderate nomophobic behavior. 100 and above indicated severe nomophobia. <\/span><\/p>\n

The majority of respondents (60) were found to be mildly nomophobic. 41 had a moderate case of the anxiety. Just 3 were found to have severe nomophobia and no students had no trace of the anxiety. This leads the authors to conclude that \u201cnomophobia is a serious problem for only a small group of students.\u201d<\/span><\/p>\n

A 2013 study<\/a> provides an alternative by looking instead at students\u2019 attitudes toward mobile-supplemented learning at a secondary school in the U.K. that had provided learners with Apple iPod Touch devices. The researchers simultaneously compared these perspectives to learners at another school where mobile use is expressly forbidden. <\/span><\/p>\n

The study involved several different means of collecting information, including an online survey, diary entries, and in-class observation and interviews. 325 leaners answered the online survey while significantly fewer journaled or participated in an interview. The school that encouraged mobile was called Academy M while the other was dubbed Academy A. The researchers unearthed many unexpected findings. <\/span><\/p>\n

To begin, they found that even though devices were banned at Academy A, <\/span>43% of learners reported bringing them anyway and <\/i>using them for learning purposes. A much larger percentage likely brought them in for covert extracurricular use. Meanwhile, 73% of respondents at Academy M used their devices for education, a figure that administrators at the school had hope would be higher.<\/span><\/p>\n

Use of devices for educational purposes spanned a wide range of categories, including listening to podcasts, watching videos, using a calendar or planning app, emailing, and accessing the internet. <\/span><\/p>\n

When asked \u2018How much do you feel a mobile device helps your learning?,\u2019 the overwhelming majority at both schools answered either \u2018A Bit\u2019 or \u2018A Lot.\u2019 This was roughly 70% at Academy A and 85% at Academy M. A slightly smaller majority at both schools also believed that devices should be used in class. <\/span><\/p>\n

As one student put it: Without this [showing iPad], I don\u2019t think I would be where I am right now, because it\u2019s helped me hugely with all my stuff. When we never used to have this, I\u2019ll be honest, I was on Grade D\u2019s. But now, cos I\u2019ve got this, I\u2019m on Grade A\u2019s and B\u2019s. It\u2019s a great opportunity.<\/span><\/p>\n

The authors conclude by writing, “There is clear evidence that many pupils feel that they are deriving educational benefit from the use of their devices. They are using many of the features of their devices and often finding creative ways to employ these features in their schoolwork, both at home and at school. The findings raise questions for Secondary leadership and educators. In those schools which still impose a \u2018\u2018ban\u2019\u2019, is it necessary?”<\/span><\/p>\n

The two studies above, therefore, indicate that device use in the classroom is mostly beneficial. But at the same time, they rely on very small sample sizes to land on these conclusions. Much more investigation is needed into the subject, there is still much we do not know.<\/p>\n

Featured Image: Rodion Kutsaev, Unsplash.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The use of mobile devices for educational purposes inside and outside of classrooms has grown drastically in popularity in recent years. At the same time, concerns over screen time, use of social media, the rapidly accelerating rates of teen suicide, and device addiction have also come to the fore. Some have suggested or implied a causal relationship exists between the two phenomena. But is there research to back up such a claim? Does mobile learning lead to mobile addiction?<\/p>\n","protected":false},"author":11,"featured_media":9071,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[5,18008,17536],"tags":[],"class_list":["post-9066","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-articles","category-higher-education","category-k-12"],"yoast_head":"\nDoes Mobile Learning Fuel Mobile Addiction? - eLearningInside News<\/title>\n<meta name=\"description\" content=\"The use of mobile devices for educational purposes inside and outside of classrooms has grown drastically in popularity in recent years. 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After studying English at McGill University in Montreal, he went to work full time as a freelancer while living abroad in countries such as Greece, New Zealand, and Vietnam. His journalism has been published by CKUT 90.3 FM, Montreal Rampage, Potent, and HNGN. He has also produced a series of audio interviews concerning Canadian poetry for Vallum: Contemporary Poetry. His latest work is Code Burst, a podcast that investigates a free coding bootcamp in the Appalachian region of the U.S. that seeks to retrain ex-coal miners for jobs in the tech industry, along with the promise learning to code offers more broadly. Email: henry@elearninginside.com","sameAs":["https:\/\/news.elearninginside.com","https:\/\/x.com\/henry_kronk"],"url":"https:\/\/news.elearninginside.com\/author\/henry\/"}]}},"_links":{"self":[{"href":"https:\/\/news.elearninginside.com\/wp-json\/wp\/v2\/posts\/9066","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/news.elearninginside.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/news.elearninginside.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/news.elearninginside.com\/wp-json\/wp\/v2\/users\/11"}],"replies":[{"embeddable":true,"href":"https:\/\/news.elearninginside.com\/wp-json\/wp\/v2\/comments?post=9066"}],"version-history":[{"count":0,"href":"https:\/\/news.elearninginside.com\/wp-json\/wp\/v2\/posts\/9066\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/news.elearninginside.com\/wp-json\/wp\/v2\/media\/9071"}],"wp:attachment":[{"href":"https:\/\/news.elearninginside.com\/wp-json\/wp\/v2\/media?parent=9066"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/news.elearninginside.com\/wp-json\/wp\/v2\/categories?post=9066"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/news.elearninginside.com\/wp-json\/wp\/v2\/tags?post=9066"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}