AAQ: Cell Phone and Stress

Introduction

The present study explores the impact of smartphone use on course comprehension and the psychological well-being of students during class. Due to the conflicting research on the effects of smartphone use in the classroom, the current study seeks to clarify and expand the impact of academic achievement by investigating the effects of smartphone use on course comprehension, anxiety, and mindfulness.

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Participants

Participants were undergraduate students at a primarily undergraduate institution in New York City. Four content courses in the Behavioral Sciences Department were selected for participation in the study in Spring 2020. There were 36 participants (33%) in Group 1 (No Restrictions on Smartphone Use), and 72 participants (67%) in Group 2 (No Smartphone Use). All participants included in the study were given a consent form prior to participation.

Method

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Of the four behavioral science courses, two courses – Introductory Sociology and Dynamics of Violence – were placed in Group 1 (No Restrictions on Smartphone Use). Students in these courses did not receive any instructions or specific restrictions on their smartphone use. 

Educational Psychology and Health Psychology were assigned to Group 2 (No Smartphone Use). At the beginning of class each day, students were instructed to place their phones on a desk at the front of the classroom before the lecture was given. The phones could not be physically on them or accessed throughout the duration of the course. In the beginning of March 2020 – after six weeks of in-person participation in the course—all students completed a self-report survey (ranged on a scale from “1” – strongly disagree – to “5” – strongly agree)  that measured their course comprehension, mindfulness, and anxiety throughout the course.

Comprehension - A 10-item questionnaire was created, which specifically assessed how engaged the student felt in the course material during the course. Sample items included, “I feel confident in my knowledge of the course material,” or “It is clear to me what concepts I do not understand after the lecture.” 

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Anxiety - A 7-item questionnaire was created, which specifically assessed students’ anxiety during class. Sample items included “During class, I feel nervous, anxious, or on edge” or “During class, I have trouble relaxing.”

Mindfulness - A 10-item questionnaire was created which specifically assessed students’ mindfulness during their respective course. Sample items included, “I take notes on autopilot, without truly processing the information” and “I am focused on outside responsibilities or tasks during class.” 

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Results and Discussions

Smartphone use and course comprehension

An independent sample t-test examined the effect that smartphone use in the classroom had on overall course comprehension. Results indicated statistically significant differences in course comprehension. Group 2 had significantly higher levels of course comprehension with a mean of 4.16 than Group 2 with a mean of 3.86.

Smartphone use and anxiety

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An independent sample t-test examined the effect that smartphone use in the classroom had on anxiety during the course. Results indicated statistically significant differences in course anxiety. Group 2 had significantly lower levels of anxiety with a mean of 1.48 than Group 1 with a mean of 1.84.

Smartphone use and mindfulness

Results indicated statistically significant differences in mindfulness. Group 2 had significantly higher levels of mindfulness with a mean of  4.19 than Group 1 with a mean of 3.71. 

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The results from our study provide evidence that the use of smartphones in the classroom has a negative effect on levels of course comprehension and the psychological state of students during lectures. Given the psychological state of students is imperative to creating a positive learning environment, it is important that educators make informed decisions about technology use in the classroom, in order to maintain a high-quality learning experience. Something as simple as limiting smartphone use during scheduled class time can have an impact on the well-being of students, and in turn, create a better learning environment.