The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention
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RESEARCH ARTICLE
Open Access
The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention Kendall Hartley1* , Lisa D. Bendixen2 , Dan Gianoutsos3 * Correspondence: kendall.hartley@ unlv.edu 1 Department of Teaching and Learning, University of Nevada, Las Vegas, 4505 S. Maryland Parkway, Box #453005, Las Vegas, NV 89154-3005, USA Full list of author information is available at the end of the article
and Emily Shreve3
Abstract This two-part observational and intervention study addressed the role of the smartphone in self-regulated learning (SRL) and student success as measured by achievement. Smartphone usage among students has been identified as contributing to lower academic achievement in a variety of settings. What is unclear is how smartphone usage contributes to lower outcomes. This study surveyed participants’ self-regulated learning skills and smartphone usage at the beginning and end of the term for first semester undergraduates. A regression analysis demonstrated that when controlling for prior achievement, general SRL measures had a positive impact on first semester achievement. Smartphone related SRL did not have a direct impact on achievement. The second part of the study evaluated the efficacy of a brief intervention to ameliorate factors contributing to lower achievement. Students were presented with either SRL strategies, awareness and attention strategies or career planning guidance (control). A regression analysis of the brief intervention resulted in modest gains in SRL but did not influence achievement. Keywords: Self-regulated learning, Metacognition, Smartphones and learning, Mobile learning
Smartphone usage among students has the potential to support and hinder academic success. Previous research has indicated that higher cell-phone use is associated with lower academic performance (Chen & Yan, 2016; Lepp, Barkley, & Karpinski, 2015; Rosen, Carrier, & Cheever, 2013). Others suggest that smartphones can serve as a learning aid (Anshari, Almunawar, Shahrill, Wicaksono, & Huda, 2017; Ariel & Elishar-Malka, 2019; Dalvi-Esfahani, Wai Leong, Ibrahim, & Nilashi, 2020; Nguyen, Muilu, Dirin, & Alamäki, 2018). How the smartphone is used (or not used) by the learner will go a long way in determining the impact on learning. Prior research has indicated that certain types of smartphone uses, such as multitasking while studying, are related to learner skills such as cognitive resource management (Hartley, Bendixen, Shreve, Gianoutsos, & Olafson, 2020). Interventions that shift student behavior while studying towards more effective strategies will lead to better academic outcomes. © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were
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