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Cellphone addiction explains how cellphones impair learning for lecture materials
Author(s) -
Lee Seungyeon,
McDonough Ian M.,
Mendoza Jessica S.,
Brasfield Mikenzi B.,
Enam Tasnuva,
Reynolds Catherine,
Pody Benjamin C.
Publication year - 2020
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3745
Subject(s) - distraction , addiction , psychology , disconnection , anxiety , test (biology) , clinical psychology , cognitive psychology , psychiatry , political science , law , biology , paleontology
Summary Students' cellphone use has been related to poorer learning, possibly due to greater distraction. This study investigated whether cellphone‐related anxiety, addiction, and disconnection were related to distraction and learning as well as how practical educational policies could minimize negative effects. Participants ( N = 218) watched a video lecture and were divided into two groups: cellphone‐allowed for academic use (Use‐Cellphone Group) and no cellphone instruction (No‐Instruction Group). During the lecture, participants received several anonymous text messages and overt distracted was measured. Learning was assessed via a test following the video. Our findings showed that participants in the Use‐Cellphone Group experienced a greater degree of distraction and worse test performance than those in the No‐Instruction Group. Only cellphone addiction and distractedness played key roles in impacting the effects of condition on test performance. Thus, allowing cellphones in class may exacerbate existing cellphone addiction behaviors and impair learning.