EUSEBIO HIGH SCHOOL 1

Chapter 2

The Rise of Smartphones and Social Media Platforms: Their Impact

on Students' Verbal Connection and Communication

Introduction

This study examined the effects of smartphones on students

verbal connection and communication. People’s lives have changed

due to the arrival of modern technologies. The first part of the

paragraph discusses the concept and shifting, while the second

paragraph converses about the effects of smartphones on students

verbal connection and communication. For extra explanation of our

research topic, this part is composed of studies and works that focus

on (1) Define the purpose of smartphones to communication , (2)

positive effects of smartphones, (3) negative effects of smartphones,

(4) finding a solution to the widespread negative effects of

smartphones, and (5) looking for mitigation in using smartphones.

Define the purpose of smartphone to

communication p
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Contextual usage patterns in smartphone communication

services

Context detection, handheld measurements, and the mobile end

user context have been the focus of the mobile services industry

lately. The analysis of the GPS Global positioning systemuse context of

mobile end users can be done with the help of the context-sensitive,

location-based, and context-aware information that is characteristic of

CDR Call data records for cellphones and the AP Access point. Thus,

this article on instant messaging (IM) examines how the ISO

(International Organisation for Standardisation) framework influences

the use of media access control (MAC) services for smartphone

communication. It does this by using handset-based statistics

Foreign/International source

Text and voice messaging are examples of legacy mobile

services.

Almost all mobile devices now have these services integrated within

them.phones as they already exist (pocket-sized portable gadgets

having cellular digital connectivity). mobile phones,which blend

computer-based and interpersonal services similar programs include

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document viewers, Internet Multimedia and surfing have expanded the

functionality of these portable electronics. Additionally, they have

made cell phones even more versatile gadgets. Not only hedonistic

and utilitarian mobile services are available.presently, but these

services also offer numerous functional benefits several ways to create

value for the final user

Foreign /International source

The Social Price of Constant Connectivity

Compared to other technologies in human history, smartphone

adoption has occurred more quickly (Pew Research Center, 2018). The

majority of users claim that they cannot envisage their lives without

these portable computers since they have become so essential to daily

life (Smith, 2015). It makes sense that smartphones would improve

people's quality of life, considering how enthusiastically people have

welcomed them all across the world. In fact, smartphones provide

universal access to important data, amusement, and distant relatives

and friends.

Foreign/International source

Smartphone use is also visible in specific situations.where it was

once thought to be socially improper, such as duringface-to-face

interactions (F2F) (Vorderer,Krömer, & Schneider, 2016). AgreedRainie

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and Zickuhr (2015) observed that even 89% of consumers of

smartphones said that while around individuals, they use their mobile

gadgets. Additionally, this was very-shown by observational data

revealing that more thanv75 percent of all During a five-minute

conversations, friendship pairs used their iPhones (Brown, Trimble &

Manago (2016)). In regards to frequency and how long,

VandenAccording to research by Abeele, Hendrickson, Pollmann, and

Ling (2019), smartphones were used 3.16 times on average, for a total

of 1.5 minutes inTen minutes of discussing.

Foreign/International source

Smartphones are a phenomenon of modern life, and more

people are using them every day. They also develop their features and

abilities quickly. The smartphone can be used as a suitable quantifier

through a number of methods. An overview of the current uses of

smartphones in analytical chemistry is given in this paper. Numerous

smartphone applications were categorized, and the benefits and

drawbacks of each method were examined. These included optical

detection (colorimetric, fluorescence, chemiluminescence,

bioluminescence, and photoluminescence detections, pixilation as well

as label-free detection), electrochemical detection, barcode reading,

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EUSEBIO HIGH SCHOOL 5

chemo metric applications, and smartphone imaging with fluorescence

microscopy.

Foreign/International source

Positive effect of smartphone

The way our world functioned in the past has been transformed by

smartphones. Not too long ago, when smartphones were first

introduced, individuals used them exclusively for making phone calls.

a person on the opposite side. However, calling is only one option

available today. The previous "Smart" refers to a phone's ability to

perform several tasks independently. The more tasks completed at

once, the easier our work would be. Smartphones can accomplish

about anything now, despite the reality that change takes some

time.In the blink of an eye, a smartphone may connect us to someone

who is kilometers away. It is able to play games and movies in high

quality, has uninterrupted internet access, and helps us with driving,

getting directions, purchasing airline and cinema tickets, and what not.

Our lives have become so ingrained with smartphones that one cannot

consider a world without mobile devices.

Foreign/International source
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Compared to the usage of pagers by doctors, nurses, and other

allied health professionals, the routine adoption of smartphones by

residents seems to increase efficiency. Negative communication

problems such as an increase in interruptions, a discrepancy in the

perceived urgency, deteriorated interprofessional relationships, and

unprofessional behavior offset this. Additional communication

interventions are needed to preserve or even strengthen

interprofessional partnerships and professionalism while striking a

balance between efficiency and disruptions

Foreign/International source

With the usage of programs (apps), web access, and phone calls

, mobile communication has become part of users' everyday communi

cation habits.Cell phones, tablets, and laptop computers are the three

main devices used for mobile communication, which allows users to be

mobile without requiring wired communication.The smartphone is curr

ently the most popular and frequently used mobile communication dev

ice (Cellular News, 2013, Clabaugh, 2013).

Forreign/International source
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People utilize their mobile phones for a multitude of purposes

these days, from social networking and gaming to texting and

reaching out. In recent years, online social networking services, or

SNS, have become increasingly popular. These days, social networking

sites are more than just websites. They give their users access to a

wide range of social media platforms, email addresses, and mobile

apps. For quick and simple access to SNS, numerous SNS

manufacturers have released mobile programs that can be

downloaded and installed on cellphones. With 955 million active

members as of right now (Mashable, 2012), Facebook is the most

popular social networking site. Of those users, over half connect using

mobile devices (SocialBakers, 2012).

Foreign/International source

Due to the sharp increase in smartphone use in recent years,

these devices have permeated every aspect of our culture and

completely changed the way we live. Despite the fact that cellphones

have improved our lives and become a necessary part of our daily

routine, they can also have unfavorable impacts, such as increasing

dependency or even addiction. It should come as no surprise that new

research indicates college students use their phones for more than
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four hours a day, on average checking them sixty times. (Harman and

Sato, 2011, Kang and Jung, 2014, Lepp et al., 2014). In a 2015 Pew

Research Center research, 46% of Americans said they "couldn't live

without" their smartphones, and 93% of young people (those between

the ages of 18 and 29) said they used their

Foreign/International source

Relationship between smartphone addiction of nursing

department students and their communication skills

These days, a lot of people use technology. The smartphone is

one of these gadgets. One may claim that cellphones have an impact

on communication abilities when they are viewed as a communication

tool. The purpose of this study is to ascertain how nursing students'

addiction to smartphones affects their ability to communicate.

Methods: The study employed a relational screening methodology.

Data for the study were collected from 214 nursing department

students. Findings: Students' smartphone addiction rates (86.43 ±

29.66) are lower than normal. Pupils believe they have good

communication skills (98.81 ± 10.88). According to correlation study

results, there is a very weak, negative

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association between students' smartphone addiction and their

communication skills.

Foreign/International source

The impact of smartphones on social behaviour and

relationships

According to earlier studies, people mostly use their phones to

improve interpersonal intimacy. The current study investigated

smartphone use, present absence, phone etiquette, face-to-face

conversation, and computer-mediated communication in order to

explore the effects of cellphones on social behavior and relationships.

Online testing using a quasi-experimental and correlational design was

employed in the study. The Smartphone Problematic Use

Questionnaire, the Face-to-Face or Computer-mediated

Communication Questionnaire, the Present Absence Scale, and the

Cellular Phone Etiquette Questionnaire were self-report questionnaires

filled out by a snowball sample of 279 individuals, ages 18 to 77. The

use of smartphones and a predilection for computer-mediated

communication were found to be significant predictors of current

absence. Furthermore, age was found to be adversely correlated with

smartphone use, present absence, and computer-mediated

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communication and favorably correlated with phone manners and

desire for in-person interactions. Highlighted differences included

Foreign/International source

Smartphone communication: Interactions in the app ecosystem

This book provides a novel framework for comprehending the

interconnections, discursive impacts, and cognitive foundations of our

changing smartphone usage in daily app-mediated communication—

from text messages and GIFs to photos, videos, and social media

applications. By using a cyberpragmatics paradigm that is based on

relevance theory and cognitive pragmatics, it pays attention to how

user characteristics and the unique interfaces of various apps affect

the contexts and uses of smartphone communication. Emotional

communication is highlighted as a crucial component of the ubiquitous

paralinguistic and phatic communication that underpins the

interchange of memes, GIFs, "likes," and image and video content, in

addition to linguistic content. Understandings from allied fields like

sociology and media studies are integrated as the writer examines the

most relevant

Foreign/International source
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Smartphones’ effects on academic performance of higher

learning students

Kibona Lusekelo, Mgaya Gervas (2015) 2(4), 777-784 in Journal of

Multidisciplinary Engineering Science and Technology.In Tanzania, the

issue of smartphone abuse and addiction is growing since most

students, regardless of their educational background, are addicted to

apps like Facebook, Twitter, WhatsApp, and the like on their

cellphones. The purpose of this study was to determine how

smartphone use affected higher education students' academic

performance. One hundred students with smartphones participated in

a study to find out how using a smartphone affected their academic

performance. Following a survey, data were analyzed using SPSS and

Excel tools. A percentage analysis was then conducted to determine

the primary factors influencing academic success and smartphone

addiction.

Foreign/International source

Negative effects of smartphone

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Social impact of smartphone

The simple presence of unfavorable social perceptions

regarding smartphone use may have detrimental

consequences on social appraisal during conversations. If a

spouse is using a smartphone during a discussion, people

may think that their partner is less interested in the

conversation or that their talking style is less appealing.

Therefore, a cultural expectation of undivided attention

during a discussion may be broken by the mere sight of a

conversation partner using a smartphone, regardless of

whether it truly diverts their focus from the topic at hand.

Foreign/Intenrnational source

Cognitive Impact of Smartphones

Cognition explanation for social belief Mobile phones are

having a negative impact on relationships. The An individual’s abilities

may be overloaded by phone use To observe and remember the

details of a conversation, That is why they’re a negative part of the

conversation. Considering that, this is not surprising. Mobile phone use

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can be a distraction for your brain, a variety of settings. Although there

is research into the effect of distraction In the authors’ opinion, a

particular study has yet to be performed on using smartphones in

verbal communication. Knowledge, its ability to distract people, A

similar distraction could arise from the task at hand. In verbal

communication.

Foreign/International source

Connected youth, connected classrooms. Smartphone use and

student and teacher participation during plenary teaching

The widespread use of smartphones in the classroom has altered

the opportunities for student participation. This begs the question of

how much it also means that previously recognized and well-

established patterns of classroom participation are still relevant,

particularly in light of the core turn-taking structure of plenary

instruction. There is cause for concern that the use of cellphones and

other digital devices in the classroom may result in significant

adjustments to the opportunities for individual student interaction.

Foreign/Internationnational source
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EUSEBIO HIGH SCHOOL 14

Phubbing behavior as a predictor of communicative

expectations

EVT (Burgoon, 1993) holds that social norms aren’t always

applicable. Therefore, the fundamental presumption that using

cellphones for face-to-face communication is considered a breach of

communicative expectations and must be addressed Considered in a

more complex way. While this presumption was founded on re-

Ongoing research on media etiquette (e.g., Kelly et al., 2019; Ictech,

2019; Harrison et al.,2019; Moser et al., 2016), factual data has

demonstrated that conversational ex-Expectations are individualised.

Foreign/Intenrnational source

The need to be continually linked is strongly felt when a

smartphone is around, even in silent mode. This condition of absent

presence detracts from in-person social interactions (Katz & Aakhus,

2002). The process of social fragmentation that follows suggests

distancing oneself from close interactions (Gergen, 2003).

Foreign/International source

It is now an essential component for everyone, yet These days,

the younger generation is likewise developing an addiction to it. When

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discussing Bangladesh, nine out of ten youth A mobile phone is owned

by someone in the community. They employ it for a variety of things.

The appeal of their smartphone isgrowing every day. According to

medical research, cell phone radiation is too harmful to people's

health.

Foreign/International source

Therefore, it should be crucial to provide more information about

how smartphone applications themselves impact different cognitive

processes. Given the wide variations in smartphone usage, it is

reasonable to assume that different cognitive functions are crucial

depending on the application being used (e.g., communications,

navigation, multimedia, etc.). It can be presumed that effects of

smartphones, particularly with regard to attentional processes, are

contingent upon individual usage behavior and, more crucially, differ

across different domains (e.g., split attention, selective attention).

Video games and other related industries provide evidence for these

ideas. In addition to research on how gaming affects selective

attention (Bavelier, Achtman, Mani, & Föcker, 2012; Green and

Bavelier, 2003), other studies reveal that video gaming improves

cognitive abilities in both gamers and non-gamers (Bleakley et al.,

2015).
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EUSEBIO HIGH SCHOOL 16

Foreign/Intenrnational source

As stated by Temel, M., and Varol, G. (2020) Smartphones are

an essential and commonplace aspect of contemporary life, with a

plethora of uses encompassing communication, information, and

entertainment (Haug et al., 2015). (Cho & Lee, 2015). Smartphones

allow users to do a variety of tasks at any time and from any location,

including messaging, making phone calls, accessing social networks,

taking pictures and videos, posting pictures and messages on social

media, playing games, and browsing the Internet (Lepp, Li, Barkley, &

Salehi-Esfahani, 2015; Samaha & Hawi, 2016). Moreover, smartphones

offer additional features that simplify life, like the ability to conduct

video calls and use navigation apps to discover routes (Samaha &

Hawi, 2016; \ata, Çelik, Ertürk, & Taş, 2016). When used sparingly,

smartphones can be highly helpful (Kim, Lee, Lee, Nam, & Chung,

2014). Still, the rise in smartphone usage in recent times.

Foreign/International source

According to a 2015 Pew Research Center research, 46% of

Americans said they "couldn't live without" their smartphones, while

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EUSEBIO HIGH SCHOOL 17

93% of young adults (aged 18 to 29) admitted they used them all day

to avoid being bored. According to a different survey (SecurEnvoy,

2012), 66% of smartphone users in the UK are employed. declared

suffering from "nomophobia," the phobia of not being able to reach

one's smartphone.

Foreign/International source

The most common uses of smartphones are text message

exchanges with other students, online research, sophisticated

calculators and phone applications, and the downloading of files to

mobile devices for future use. Smartphones are becoming more and

more common. Bullying and hazing are serious issues that affect many

people in the United States of America (USA). A smartphone's camera

and video capabilities are quite useful in recording and documenting

bullying and harassment of students and staff.

Foreign/International source

Studies on how mobile phones affect people in social situations

have revealed that using them disturbs other people and has a

negative impact on one's personal space (Love, 2001; Ling, 2002); that

they have made it possible for people to connect instantly and

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EUSEBIO HIGH SCHOOL 18

spontaneously without the need for context (Pertierra et al., 2002);

and that managing mobile phone calls has become a crucial social skill

(Plant, 2000).

Local source

Previous studies have used correlation analysis and the

creation of latent variables models to investigate the association

between social network site (SNS) use, smartphone addiction, and fear

of missing out (FoMO). But smartphone addiction can also exacerbate

risky behavior (such excessive social media use and problematic

smartphone game activities) and unpleasant emotions (including fear

of missing out, anxiety, and sadness). Few research have used

network analysis techniques to look at the reciprocal relationship

between the variables mentioned above. Thus, among a sample of

Chinese university students, the current study used network analysis

to assess the link between FoMO, SNS use, and smartphone addiction.

Foreign/International source

According to the main reasoning behind the displacement

theory (e.g., Lee, 2009; Nie, Hillygus, & Erbring, 2002), time spent on
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EUSEBIO HIGH SCHOOL 19

one activity cannot be spent on another. The time that would have

been spent in this scenario on offline FtF communication is

theoretically replaced by using the internet (Valkenburg & Peter,

2007). Early Internet studies made the assumption that users'

interactions with friends and family will be replaced by those they

have online. In particular, Kraut and associates (1998) discovered that

the most common pattern of Internet usage is interpersonal

communication. They provide a paradoxical explanation for

displacement effects in this way. In actuality, the Internet—a social

tool used for communication with other people and groups—causes a

decrease in face-to-face social connections. Their findings

demonstrated that the more users who spend more time online

engage with friends and family less when they are not online. This kind

of procedure is problematic since, as Kraut et al. (1998) point out,

these intimate offline relationships can guarantee happiness and

support for an individual's life. Studies on the use of social media and

the Internet in general have revealed this pattern. Relationships with

family members offline diminish as one's online activity rises (Lee,

2009; Nie et al., 2002).

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Finding a sulotion to a widespread negative effect

of smartphone

The study by Joanne Gikas and Michael M. Grant, published in

2013 in "The Internet and Higher Education," aimed to investigate the

impact of mobile computing devices, such as cellphones and

smartphones, on teaching and learning within higher education. This

particular segment of the research focuses on students' viewpoints

regarding learning with these devices and the influence of social

media. Conducted qualitatively across three different US universities

where instructors had integrated mobile devices into their courses for

a minimum of two semesters, the study gathered data through student

focus group interviews. The analysis highlighted two key themes: the

benefits of mobile computing devices for learning and the challenges

or frustrations associated with their use. These devices, coupled with

social media, facilitated interaction, collaboration, content creation,

and communication through constant connectivity, providing students

with various educational opportunities.

Foreign / International source

We can reduce and manage the detrimental effects of

smartphones on society in a number of ways. Education and

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Guidance‖\ It is crucial to teach users how to use smartphones wisely

in order for them to comprehend both the advantages and

disadvantages of these devices. To ensure that users can fully benefit

from this exciting technology, education should place a strong

emphasis on highlighting the positive effects and emphasizing the

negative ones. Controlling Access and Security

Foreign/International source

In the contemporary era, smartphones have become an integral

aspect of university students' lives due to their sophisticated

capabilities. These devices serve as indispensable tools for students,

facilitating the completion of various daily tasks. Research findings

culled from diverse studies underscore the myriad purposes for which

students employ smartphones, predominantly centering on

entertainment, socialization, and educational activities. This

investigation endeavors to scrutinize pertinent literature concerning

the usage patterns of smartphones among students, aiming to discern

both the favorable and unfavorable impacts of these devices on

education, psychology, and social interactions. Consequently, this

review assumes significance by elucidating whether smartphone usage

positively or negatively influences students' lives, offering crucial

insights that can guide future research initiatives in this domain.

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Foreign/International source

The escalating occurrence of smartphone addiction among

adolescents has become a concerning trend. While previous research

has delved into the effects of this addiction on different life facets,

there remains a gap in understanding its predictive potential on an

individual's quality of life. This investigation sought to gauge the

prevalence of smartphone addiction among Filipino adolescents and to

unravel its correlation with health-related quality of life (HRQoL).

Additionally, the study aimed to discern dissimilarities among various

aspects related to smartphone addiction.

Foreign/International source

Mitigation in using smartphones

The public is concerned that face-to-face contacts are being

replaced by smartphone communication, which is detrimental to

wellbeing. Research on this "social displacement hypothesis" has

yielded contradictory findings, nevertheless. We investigated the

situations (between-persons vs. within-persons) in which this

hypothesis is valid and evaluated a strategy to reduce smartphone

communication. For fifteen days, participants (N=109) provided daily

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EUSEBIO HIGH SCHOOL 23

reports on their use of smartphones for face-to-face contact, emotional

health, and other topics. On the sixth day, individuals were

randomized into two groups: one for mindfulness-based treatment and

the other for no treatment. Within-person confirmation of the social

displacement hypothesis was obtained, but not between-person

confirmation. To be more precise, on a given day, the person who uses

her smartphone for communication tends to interact with people less

in person. On the other hand, those who frequently communicate by

smartphone do not converse with one another less in person than

those who mainly avoid using smartphones. Daily smartphone

communication was decreased as a result of the mindfulness

intervention, which also reduced negative feelings.

Foreign/International source

Many detrimental effects of mobile distractions during group

activities have been the subject of earlier research. This document

introduces Lock n' LoL. This program lets group members set a

collective usage limit for their smartphones, which helps users

concentrate on their activities. Specifically, it offers synchronized

social awareness of one another's restricting actions. Synchronous

social awareness has the potential to foster a sense of camaraderie

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EUSEBIO HIGH SCHOOL 24

among group members and reduce social vulnerability brought on by

smartphone distraction, which can lead to negative social experiences

like social exclusion.

Foreign/Intenrnational source

Based on the results of this survey and the fact that EM radiation

exposure is closely related to specific absorption rate (SAR) and

transmit power usage, we propose possible techniques for reducing EM

radiation exposure in mobile communication systems by investigating

known concepts related to SAR and transmit power reduction in mobile

systems. As a result, this study serves as an introduction to EM

radiation exposure in mobile communication systems, as well as

insights into the design of future low-EM exposure mobile

communication networks.

Foreign/International source

Although research indicates that marketers' warm feelings are

crucial in addressing service complaints, previous works have primarily

focused on the importance of human warmth in face-to-face scenarios.

As a result, an experimental design is used in this study to explore the

usefulness of social presence in mobile texting as a means of providing

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EUSEBIO HIGH SCHOOL 25

service recovery. In confirmatory analysis, we use focus groups to

triangulate the results. The findings reveal that social presence cues

improve two-way communication views, control perceptions,

responsiveness perceptions, satisfaction, attitudes, and repurchase

intentions in text messages. The paper continues by discussing the

significance of social presence cues in improving customer

experiences and overall satisfaction.

Foreign/International source

The primary tenet of both the reinforcement hypothesis

(Dienlin et al., 2017) and the stimulation hypothesis (Valkenburg &

Peter, 2007) is that social interactions occur more frequently when

communication occurs online. According to Kestnbaum et al. (2002),

on page 36, preliminary study indicates that "the Internet use may

enrich social networks with new or newly resurrected social contacts."

According to Valkenburg and Peter (2007), there won't be a

displacement impact if "the primary reason for using the Internet is to

maintain contacts with existing friends" (p. 1170). Rather, as

evidenced by improved bridging and bonding social capital (Ellison et

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al., 2007), regular smartphone communication should have a favorable

impact on the amount and quality of offline interactions.

Foreign/International source

In terms of the positive impacts on quantity, Lee (2009)

discovered that computer use did not take the place of social time with

friends. According to Carrier, Spradlin, Bunce, and Rosen (2015),

engaging in online activities lengthens the duration of face-to-face

communication. According to research by Dienlin and colleagues

(2017), communication has a reciprocal reinforcing effect on SNSs,

which over time increases the frequency of face-to-face (FtF)

interactions with friends, family, and acquaintances. People who used

messaging apps and SNSs more regularly were also more likely to

communicate FtF.

Foreign/International source

There are differing opinions about how beneficial or detrimental

cellphones are to academic achievement. The goal of the research is

to remove the barrier surrounding this common but confusing issue.

This study examined the connection between college students'

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EUSEBIO HIGH SCHOOL 27

academic achievement and smartphone use at a religious institution.

To purposefully sample 75 students, a descriptive correlational design

was employed. Of the 75, 51% have high grade point averages, and

47% use their smartphones for 5-8 hours a day on average. The main

reason, according to students, that they require cellphones in the

classroom is to access extra resources for research projects. They only

sometimes use smartphones, though, to supplement what they learn

in class. According to this study, when students use cellphones in

class, the majority of teachers become distracted. Still students'

learning is not impacted, either positively or negatively, by using

smartphones in the classroom. The study found no correlation between

the degree to which students use smartphones to enhance their

learning in the classroom and their academic achievement, or between

learning in the classroom and academic achievement and the impact

of smartphone use in the classroom on learning. However, the results

of this study indicated a moderately strong negative correlation

between the number of hours a day spent using a smartphone and

academic achievement. This suggests that academic performance

decreases as smartphone use increases. The use of smartphones in

the classroom must thus be controlled, if not outright forbidden.

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However, it is important to motivate students to limit the amount of

time they spend using their smartphones each day.

Local source

Research on smartphone usage has drawn scholarly attention as the

number of smartphone users has increased globally. However, in

various contexts, earlier research produced different findings. The

primary inquiry in this study is whether student smartphone adoption

enhances or hinders learning. Examining smartphone usage among

Pakistani university students is the aim of this study. Data were

gathered from various colleges and universities in Karachi, Sindh,

Pakistan, using a survey approach. Software such as SPSS 21.0 and

AMOS 21.0 were used to analyze a total of 585 entries. The majority of

the hypothesis indicating Pakistani students' intention to use

smartphones for academic purposes was validated by the analysis's

results. Furthermore, results validate that students' smartphone-

related self-efficacy functions as a moderating factorof the purpose of

using a smartphone and the actual use of the device. Regarding

student academic performance and smartphone usage, the current

study has a number of implications. In the final section, limitations and

implications of the study are also covered.

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Foreign/International source

This study explores how social interaction quality and

subjective well-being are affected by smartphones. We contend that

the smartphone's intrusiveness lowers the value of in-person

interactions and, consequently, lessens their beneficial effects on

wellbeing. We put this theory to the test on a sizable and

representative Italian population. The findings suggest that

smartphone users' life satisfaction is negatively correlated with their

social interactions. This result holds up well when dealing with

potential endogeneity using instrumental variables estimation.

Additionally, we demonstrate that, in line with our hypothesis,

smartphone users have a weaker positive correlation between the

amount of time they spend with friends and their level of satisfaction

with them.

Foreign/International source

The smartphone is now a necessary tool for daily living. It

makes countless opportunities possible and provides constant

access to a wide range of social interactions, entertainment, and

information. In addition to benefits, the trend toward increased

smartphone use and constant presence also increases the risk of

unfavorable outcomes and attention-deficit disorders. This study

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aims to test the hypothesis that the mere existence of a smartphone

causes cognitive costs and lowers attention. A lower level of

cognitive performance could result from the smartphone's potential

to use limited cognitive resources. Participants in the 20–34 age

range take a focus and attention test with and without a

smartphone to test this theory. The conducted experiment's results

suggest that the idea that having a smartphone uses up limited

cognitive resources is supported by the fact that just having one

around impairs cognitive function. This paper presents and

discusses the study, the subsequent findings, and the practical

implications that follow.

Foreign/International

Theoretical framework
Three theoretical frameworks—Bloom's (1968) Mastery Learning

Theory, McMillan and Chavis' (1986) Sense of Community Theory,

and Rovai's (2009) Online Sense of Community Theory—lay the

groundwork for using mobile technology with language learners.

Each offers a portion of knowledge related to mobile technology and

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language learners. A deeper comprehension of the advantages of

mobile technology for language learners can be attained by

outlining each theory and how it relates to both.

2.1. Mastery Learning Theory

While traditional instruction holds time constant and permits

mastery to vary, Bloom's (1968) Mastery Learning Theory "holds

mastery constant and allows time to vary" (Bei Zhang, 2010, p.91).

Even with a learning disability or difficulty, according to Bloom, over

90% of students can master the material if they are given the

appropriate context and learning resources for their learning style

(Bei Zhang, 2010). Students are given a range of instructional

procedures using different forms of interaction, learning, and

instruction in applied Mastery Learning Theory. Rather than having

students adjust to teachers' teaching styles, teachers are expected

to accommodate a range of learning styles in their students.

Due to the fact that teachers had been assigning students the same

assignments and assessments in the same amount of time, there

had been a change in educational thought and practice in the 1960s

(Bei Zhang, 2010). It was previously believed that students who

struggled with the material were either lazy or incapable of learning

the material. At that point, the teacher had rarely been held

accountable or found to be at fault.

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2.2. Sense of Community Theory

McMillan and Chavis (1986) developed the concept of sense of

community, and Chavis (1986) developed it to empirically-based

research. "A feeling that members have of belonging, a feeling that

members matter to one another and to the group, and a shared faith

that members’ needs will be met through their commitment to be

together” is how McMillan and Chavis (1986) defined community (p.

9). They also ascertained the importance of community to an

individual's basic existence. "In order to have a place and a listener

in which to express the particular facets of our personalities, each of

us needs connections to others" (McMillan, 1996, p.1). As stated by

McMillan and Chavis (1986), a sense of community is a fundamental

human need that extends beyond the classroom and other learning

environments. Additionally, there is a sense of community, a reliable

authority, a realization that there are benefits and trade to being

together, and the ability to turn experiences into art (McMillan,

1996).

2.3. Online Sense of Community (Rovai, 2009)

A sense of community is essential to humanity (McMillan

& Chavis, 1986) as well as the virtual education environment

(Rovai, 2009). Using his Classroom Community Likert scale

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measuring instrument, which he developed in 2009, Rovai

applied this theory to empirical research for a number of

qualitative and quantitative studies involving online learners.

According to Rovai's 2009 research, it can affect how involved

a student feels in the learning process, which in turn can

affect the learning outcome and satisfaction of students

enrolled in a specific online course (Rovai, 2009). All age

groups, genders, and ethnicities are affected by the need for a

sense of community; this is especially true for English

language learners in the classroom. It is also desired in online

community

Additionally, Rovai (2009) has incorporated his Classroom

Community Likert Scale into the virtual learning environment

and distance education. Since a sense of community influences

performance, satisfaction, and retention in virtual programs,

many researchers and theorists in the field of education are

working to develop methodologies, criteria, and curriculum

guidelines for fostering a sense of community in the virtual

classroom. But whether traditional classrooms also require a

virtual sense of community is the question that emerges from

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a review of the literature. How can bringing a virtual sense of

community improve performance, perceived sense of

community, and retention in the traditional classroom,

particularly for language learners, rather than just focusing on

how to create a sense of community in the virtual classrooms?

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