Abstract
The prevalence of personal mobile phones in educational settings has significantly reshaped the classroom environment, presenting a unique blend of opportunities and challenges for students' learning experiences. Employing a rigorous, Exploratory, descriptive quantitative methodology, this study examines the intricate relationship between personal mobile phone usage and student attention during university lectures. Using a sample size of 67 participants, the study's main purpose was to explore the prevalence, effects, and perceptions surrounding the utility of mobile phones in educational contexts. The results revealed diverse views among students regarding the permissibility of using phones during class sessions, with many recognizing their potential benefits and utility as learning tools but expressing concerns about distraction and reduced engagement. The study also identifies a growing dependence on mobile phones among students, emphasizing the need for proactive measures to promote responsible phone usage and minimize distractions in academic environments. By shedding light on the implications of personal mobile phone usage in classrooms, particularly among the continuous reliance on technology in education, this study holds significant implications for educators, empowering them with the knowledge to manage digital distractions effectively. Furthermore, the findings offer valuable insights into the effects of mobile phone usage and the implications for educators in managing digital distractions and promoting effective learning strategies in the digital age, fostering empathy and understanding of students' perspectives among educators.
Author Information
Hassan Tairab, United Arab Emirates University, United Arab Emirates
Narmin Abouelkhair, United Arab Emirates University, United Arab Emirates
Hana Omar, United Arab Emirates University, United Arab Emirates
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