Development of the smartphone and learning inventory: Measuring self-regulated use
- PDF / 373,845 Bytes
- 15 Pages / 439.37 x 666.142 pts Page_size
- 33 Downloads / 199 Views
Development of the smartphone and learning inventory: Measuring self-regulated use Kendall Hartley 1 Emily Shreve 3
& Lisa
D. Bendixen 2
& Lori
Olafson 2 & Dan Gianoutsos 3
&
Received: 5 February 2020 / Accepted: 27 March 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Smartphone use in learning environments can be productive or distracting depending upon the type of use. The use is also impacted by the learner’s view and understanding of the smartphone and self-regulated learning skills. Measures are needed to specify uses and learner understandings to address the implications for teaching and learning. This study reports on the development of a multi-factor inventory designed to measure multitasking while studying, avoiding distractions while studying, mindful phone use, and phone knowledge. The inventory was completed by 514 undergraduate students enrolled in a first-year seminar. The results indicate good reliability and a three-factor structure with multitasking and avoiding distraction merging into one factor. The resulting measure can support research to improve self-regulation of smartphone use. Suggestions regarding instructional use are provided. Keywords Smartphones and learning . Self-regulated learning . Mobile learning .
Metacognition
1 Introduction In a recent survey of over 200 first-year seminar college students, 100% of the participants responded ‘yes’ to the question “Do you own a smartphone?” (Hartley et al. 2020). The mass adoption of a device introduced just over 10 years ago (circa 2007, iPhone introduced) has implications that are only beginning to be understood.
* Kendall Hartley [email protected]
1
Department of Teaching and Learning, University of Nevada, Las Vegas, Las Vegas, NV, USA
2
Department of Educational Psychology and Higher Education, University of Nevada, Las Vegas, Las Vegas, NV, USA
3
Academic Success Center, University of Nevada, Las Vegas, Las Vegas, NV, USA
Education and Information Technologies
The distinctly negative consequences for learners are well documented. There is a clear negative correlation between overall smartphone use and achievement (Lepp et al. 2015). The smartphone is easily the most distracting product ever adopted on such a large scale (Alter 2017) and its mere presence can be detrimental to learning (Gazzaley and Rosen 2016). Among many negatives, excessive use can contribute to disconnectedness in the classroom (Soomro et al. 2019) and is the main conduit for cyberbullying (Anderson 2018). Conversely, the capabilities to support learning provided by such a powerful device seem limited only by human ingenuity. Many students are convinced that the smartphone makes a valuable contribution to their learning (Anshari et al. 2017). And, it appears to be a permanent fixture in the learning environment for students (Anderson and Jiang 2018) and instructors (Ariel and Elishar-Malka 2019). To better understand the implications for learning, measures are needed to determine how learners are using the
Data Loading...
