Fear of missing out (FoMO) among undergraduate students in relation to attention distraction and learning disengagement
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Fear of missing out (FoMO) among undergraduate students in relation to attention distraction and learning disengagement in lectures Suad A. A. Al-Furaih 1
& Hamed
M. Al-Awidi 1,2
Received: 18 December 2019 / Accepted: 13 October 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This study aimed to investigate the level of a relatively new phenomenon, fear of missing out or FoMO, demonstrated by smartphone use during lectures among 2084 undergraduate students at Kuwait University. Fear of missing out describes the situation where a student cannot resist using their smartphone during lectures because of their desire not to miss anything that is happening, especially on social media. The study also sought to investigate whether fear of missing out was a predictor for attention distraction and learning disengagement among the students. It used a descriptive survey involving three scales: an attention distraction scale, a learning disengagement scale, and a fear of missing out scale. The level of fear of missing out among students was high and was strongly correlated with both attention distraction and learning disengagement. No significant correlation was found between fear of missing out and students’ academic background. These results suggest some practical policies for higher education faculty members to use to lessen the negative outcomes of smartphone use and promote responsible use of smartphones in the classroom. Keywords Fear of missing out, Attention distraction, Learning disengagement, Higher
education, Smartphone, Social media
1 Introduction University students are part of the so-called “Learning Society”. Globally, anyone can freely access information and learn, regardless of their situation and context (Cisco 2010), especially with the ready availability of smartphones. Smartphones
* Suad A. A. Al-Furaih [email protected]; [email protected]
1
Faculty of Education, Kuwait University, Kuwait, State of Kuwait
2
Faculty of Educational Sciences, Middle East University, Amman, Jordan
Education and Information Technologies
offer unlimited options for learning, provided that students have the necessary skills to use them for educational purposes (Razzaq et al. 2018). Advances in digital technology, including smartphones with features such as augmented reality, virtual reality, sensing technologies and the capabilities for motion detection, are considered one of the primary forces transforming the nature of education (Brown et al. 2020). This transformation is resulting in the introduction of a new mobile pedagogy to the learning environment. Different theory-based approaches have been suggested as the foundation for this (Ozdamli 2012). Recent research studies have begun to analyse the positive effect of smartphones on university students (Salcines-Talledo et al. 2020). For instance, Twum (2017) suggested that students should use smartphones during class because of their potential as a learning tool. Using smartphones properly during class can provide stu
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