Students completing smartphone activities show significantly less distraction than students doing identical paper-based activities¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? No experimental-group students were distracted during smartphone tasks, while control-group students were distracted in 16 of 19 treatment sessions, a significant difference. → Pir Suhail Ahmed Sarhandi 2017
Evidence¶
Pir Suhail Ahmed Sarhandi 2017¶
Pir Suhail Ahmed Sarhandi, Ayman Bajnaid & Tariq Elyas. (2017). Impact of Smartphone Based Activities on EFL Students' Engagement. English Language Teaching, 10(6). https://doi.org/10.5539/elt.v10n6p103
q3 · i? · causal · r2
Teachers rated distracted students on a Likert scale after each of 19 treatment sessions for both groups (n= 38). Fisher's exact test showed the groups "significantly differed by distraction (n= 38), p < 0.001"; no experimental students were distracted.
"It is interesting to note that none of the students in th e experiment group were distracted while undertaking tasks using their smartphones, as compared to the control group, where some of the students were distracted by factors outside the task in 16/ 19 of the treatment sessions. A Fisher's exact test revealed that the experimental and control groups significantly differed by distraction (n= 38), p < 0.001."
Discussion¶
Learner Variables¶
- Attention — outcome: instruction changes it
Related Claims¶
- EFL students using smartphones initiate classroom activities significantly faster than peers doing identical paper-based activities — related
- Teacher-observed negative emotions do not differ significantly between smartphone and paper-based activity groups — related
- Smartphone use during class is a distraction with potential to compromise grades (review attribution) — related
- Choice decreases self-reported distraction during the lesson, while utility value's effect on distraction depends on baseline interest in statistics — related
- During training sessions, experimental-group students were more focused and autonomous while control-group students were more dispersed and often did not complete transfer tasks — related
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by process:wiki-ingest on 2026-11-01 |
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