Emotion regulation, e‐learning readiness, technology usage status, in‐class smartphone cyberloafing, and smartphone addiction in the time of <scp>COVID</scp>‐19 pandemic

Gökçearslan, Şahin; Durak, Hatice; Eşiyok, Elif

doi:10.1111/jcal.12785

Cited by 10 publications

(5 citation statements)

References 93 publications

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“…Mihelič et al (2023) and Tarik et al (2023) underscore that cyberloafing can seriously hamper students' focus, information retention, and engagement, thereby compromising meaningful learning. This assertion is further bolstered by Gökçearslan et al (2023) and Cook (2017), who have drawn correlations between high levels of cyberloafing and diminished academic performance. In contrast, some researchers argue for a more nuanced understanding of the cyberloafing-academic performance link.…”

Section: Discussionmentioning

confidence: 93%

“…Initially identified as a form of production deviant behavior in the workplace, cyberloafing involves using the internet for non-work-related activities during designated working times (Lim et al, 2002). The definition has since been broadened to include all usage of devices during learning periods, representing a deviation from focused academic activities (Gökçearslan et al, 2023). Despite contextual differences, cyberloafing at work and school share the core similarity of time wastage.…”

Section: Literature Review Cyberloafingmentioning

confidence: 99%

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Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students

Ololade Dunmade,

Adebowale Adewojo

2023

Rev Port Inv Comp Soc

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Background and Objective: The rise of academic cyberloafing — the non-academic use of internet connections during class — has emerged as a concern within the university context. While cyberloafing in the workplace has received ample attention, its counterpart in educational settings, particularly in Nigeria, remains less explored. This study aimed to explore and describe the experiences and perspectives of undergraduate students at a private Nigerian university regarding cyberloafing. Method: Using an adaption of the Cyberloafing in Educational Settings Scale, this study targeted a class of 15 final-year library and information science students. Data collected online underwent qualitative description and was presented verbatim. Results: Though students were unfamiliar with the term 'cyberloafing,' they acknowledged participating in such behaviors. The findings revealed habitual social media use during class hours, the employment of online tools for academic purposes, and a prevalent trend of gaming activities, often driven by internet addiction and boredom. Students also conveyed an understanding of the potential downsides and benefits of digital engagements during academic hours. Conclusion: The study urges university policymakers to implement measures promoting positive internet use and incorporate ethical cyber behavior awareness into curricula. It further recommends that parents and lecturers foster proper online usage and advocates for society-wide campaigns to raise awareness about ethical digital technology behavior.

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Section: Discussionmentioning

confidence: 93%

Section: Literature Review Cyberloafingmentioning

confidence: 99%

Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students

Ololade Dunmade,

Adebowale Adewojo

2023

Rev Port Inv Comp Soc

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“…For example, Mendoza et al [69], Giunchiglia et al [70], and Pérez-Juárez et al [71] argued that excessive smartphone use could be a source of distraction, adversely affecting learning. Other studies, such as Gökçearslan et al [72] and Montag and Elhai [73], argue that students who are permitted to keep their smartphones in the classroom are continuously distracted by text messages and other non-academic issues. In addition, students looking at their smartphones during classroom time have shorter attention spans.…”

Section: Technological Inclusion: Effect On Education Disparitymentioning

confidence: 99%

The Impact of Accessing Education via Smartphone Technology on Education Disparity—A Sustainable Education Perspective

Alam

Forhad

2023

Sustainability

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Following the fourth target of the United Nations’ Sustainable Development Goals (SDGs), education disparity is one of the graver concerns delaying substantial economic development, especially in emerging market-based nations. Despite numerous efforts to address this disparity, it has been a long-standing concern for many communities. It is important to note that the recent pandemic has changed teaching and learning approaches worldwide, where disparity is one of the most challenging issues. Although similar and/or equal access to technology has always been challenging, online learning practices were widely implemented with varying levels of success during the pandemic. Using purposive sampling on administrative data between 2020 and 2022 on undergraduate programs in public universities in Bangladesh, this study examines the effects of technology access on academic achievement. This study employs the difference in differences (DID) technique to analyze the data and finds that access to technology improves students’ learning. Findings strongly suggest that technology access reduces disparity, mainly due to socioeconomic status (SES). Findings also imply that ensuring access to technology for individuals from poorer SES backgrounds should be prioritized to address education inequality-related challenges.

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“…In contrast, existing studies have not reached a consensus on whether education-oriented IU will lead to Internet addiction. Some scholars contend that the proliferation of online education has increased the duration of students’ Internet use, which may further lead to Internet addiction ( 30 ), while others believe that education-oriented IU is more likely to result in cyberloafing than direct Internet addiction ( 31 ). Different from previous research, the current research aims to take both the duration and forms of Internet use into consideration, and examine their relationship between Internet use and Internet addiction among Chinese youth and adolescents.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating links between Internet literacy, Internet use, and Internet addiction among Chinese youth and adolescents in the digital age

Jiang,

Chen,

Zhang

et al. 2023

Front. Psychiatry

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IntroductionIn current digital era, adolescents’ Internet use has increased exponentially, with the Internet playing a more and more important role in their education and entertainment. However, due to the ongoing cognitive, emotion, and social development processes, youth and adolescents are more vulnerable to Internet addiction. Attention has been paid to the increased use of Internet during the COVID-19 pandemic and the influence of Internet literacy in prevention and intervention of Internet addiction.MethodsThe present study proposes a conceptual model to investigate the links between Internet literacy, Internet use of different purpose and duration, and Internet addiction among Chinese youth and adolescents. In this study, N = 2,276 adolescents studying in primary and secondary schools in East China were recruited, and they completed self-reports on sociodemographic characteristics, Internet literacy scale, Internet use, and Internet addiction scale.ResultsThe results showed a significant relationship between Internet use and Internet addiction. To be specific, the duration of Internet use significantly and positively affected Internet addiction. With different dimensions of Internet literacy required, entertainment-oriented Internet use had positive impact on Internet addiction, while education-oriented Internet use exerted negative effects on Internet addiction. As for Internet literacy, knowledge and skills for Internet (positively) and Internet self-management (negatively) significantly influenced the likelihood of Internet addiction.DiscussionThe findings suggest that Internet overuse increases the risk of Internet addiction in youth and adolescents, while entertainment-oriented rather than education-oriented Internet use is addictive. The role of Internet literacy is complicated, with critical Internet literacy preventing the development of Internet addiction among youth and adolescents, while functional Internet literacy increasing the risk.

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Emotion regulation, e‐learning readiness, technology usage status, in‐class smartphone cyberloafing, and smartphone addiction in the time of COVID‐19 pandemic

Cited by 10 publications

References 93 publications

Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students

Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students

The Impact of Accessing Education via Smartphone Technology on Education Disparity—A Sustainable Education Perspective

Investigating links between Internet literacy, Internet use, and Internet addiction among Chinese youth and adolescents in the digital age

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