Soft Landings: Does How You Take a Smartphone Away at The Beginning of Class Impact Learning?
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D)
Department
Psychology and Special Education
Date of Award
5-25-2024
Abstract
Smartphones are a constant companion. They provide a connection to the world and benefit us in many ways from providing directions to quick access to our favorite recipe. Much of our smartphone activity involves social aspects such as texting or use of social media applications. Phones used in the classroom can impact learning for both the individual using the smartphone or those around them. Cognitive processes can also be impacted by the mere presence of a smartphone. Fear of missing out, also known as FOMO, has been connected to problematic smartphone use. This study explored the relationship between learning, FOMO, and smartphone dependence within a controlled simulated classroom setting. The study’s analysis consisted of 227 participants aged 18 to 50 years. At the start of the session, participants were directed to either silence their phones and place them out of sight, given the option to use them freely, or were physically separated from their phones. Following this they then watched a video about contiguity theory, after which their learning was accessed via a 17-question quiz. They then completed a smartphone dependency survey and a FOMO survey. Contrary to my initial hypothesis, I found no statistical difference in quiz scores across the three conditions—control, (no phone use), phone use, and phone separation. In addition, the anticipated interaction between condition and FOMO and condition and smartphone dependence was not supported by the data. Furthermore, there was no statistical significance found in the interaction between learning, FOMO, and smartphone dependence. These results suggest that a “soft landing” approach to smartphone use at the start of class does not influence learning outcomes in a simulated classroom setting.
Advisor
Lacy Krueger
Subject Categories
Psychology | Social and Behavioral Sciences
Recommended Citation
Dwiggins, Margaret, "Soft Landings: Does How You Take a Smartphone Away at The Beginning of Class Impact Learning?" (2024). Electronic Theses & Dissertations. 1164.
https://digitalcommons.tamuc.edu/etd/1164
