Investigation of University Students’ Smartphone Usage Levels and Effects

Feyzi Kaysi, Mehmet Yavuz, Emrah Aydemir
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Abstract


Smartphones are among the most used devices. Considering the high rate of usage by university students, these devices' intended usage is a matter of curiosity. The purpose of this study is to determine the smartphones usage duration and purpose of using for university students. The study was carried out with a qualitative design. In the first stage of the study, smartphones' usage duration were obtained from 29 participants via a smartphone application. Considering these data, in the second stage, data were collected from seven participants via semi-structured interview form. Among the study results, it was determined that smartphones and smartphone applications were used extensively. Although this intensive usage causes on students' physical problems, there is no change in use intensity. According to the results, it was determined that the level of use of smartphones for following the educational processes or for improving learning is in the last place. Besides, problems were identified in students' participation in learning processes and focusing on lessons. The most used application types are messaging, social networks, video watching and editing, and game applications. Among the study's suggestions, reducing students' intensively usage and guiding students for using smartphone applications that support learning processes are stated.  

Keywords


Smartphone usage, Smartphone applications, Smartphone effect, Learning process

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References


Kaysi, F., Yavuz, M., & Aydemir, E. (2021). Investigation of university students’ smartphone usage levels and effects. International Journal of Technology in Education and Science (IJTES), 5(3), 411-426. https://doi.org/10.46328/ijtes.235




DOI: https://doi.org/10.46328/ijtes.235

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International Journal of Technology in Education and Science (IJTES)-ISSN: 2651-5369

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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.