Gadget Addiction and the Students’ Achievement

Abstract

Using gadgets cannot be avoided in daily life. It becomes more primary for students in higher education since they change to learn online during the covid−19 pandemic period. They should use gadgets focusing on education, but unfortunately, studies had reported that students are addicted to using gadgets to access some entertaining applications. Therefore, it was essential to investigate how the students manage using gadgets and their effects on their achievement. This survey research required the student's responses to a Gadget Scale-Short Version (SAS-SV) Addict item. The researchers collected data using a survey questionnaire on Google Form to determine how using gadgets affects the students' achievement. This research was done from August to December 2020. The results showed that both male and female students were identified as high-risk addicted. Moreover, the gadget addiction had terrible effects on the student's physical and psychological even though it did not significantly impact their academic achievement. However, based on the results, it was hoped that there should be the best management for using gadgets to improve the students’ achievement and prevent the long-term risk of gadget addiction.

Milenial Parents' Parenting Patterns are in Danger Use of Early Children's Gadgets

“…Gadgets can be used as a means of trading, storing data, entertainment, music, documentation and information. According to previous study gadgets are cellphones with advanced features that can make phone calls, send text messages, view photos, play games, videos, etc (Mabaroh & Sugianti, 2021). The use of gadgets is not only among adults, but in the current 4.0 revolution era, many underage children are given gadgets by their parents or even children ask for gadgets to make themselves look up to date (A.…”

The development of an interactive e-book as a guide for making presentation slides in student final exams

“…This theory gave birth to three basic principles, namely 1) multimedia that emphasizes the use of various media formats such as images, text, video, and animation; 2) modality that includes strengthening learning messages through two cognitive channels; and 3) learner control that allows students to control his will to study. The positive results for e-book development are also influenced by the characteristics of students who incidentally are digital natives and have a high interest in using gadgets (Mabaroh & Sugianti, 2021). Moreover, e-books are enriched with various interesting media elements that help students understand concepts (Hadaya & Hanif, 2019).…”

The Correlation Between Gadget Use and Student Learning Achievement at Sman 21 Bekasi City

“…On the other hand, Yunita et al, (2018) said that cell phone use and students' distractions did not have a significant effect on GPA. Mabaroh & Sugianti (2021) said Addiction to playing gadgets in male or female students does not have a negative impact on improving student learning achievement. Students can improve their learning achievements by using gadgets to seek knowledge.…”