Impact of Smartphone use on learning strategies
DOI:
https://doi.org/10.12795/revistafuentes.2025.24772Keywords:
Smartphone, Internet, Learning strategies, University students, SurveyAbstract
The relationship between mobile phone (MP) use and learning strategies (LS) was investigated in a sample of 1,518 Peruvian university students. A quantitative, non-experimental, cross-sectional survey research was conducted. Measures of central tendency were used, and Mann-Whitney U, Kruskal-Wallis H tests, and Spearman's correlation coefficient were applied. The results revealed that inappropriate MP use was linked to lower academic performance, higher levels of distraction, and a greater ease of virtual communication compared to face-to-face interaction. Regarding LS, respondents reported greater challenges in emotional control, knowledge transfer to new contexts, and regulation of their own learning processes. These difficulties were manifested in a lower ability to prepare academic tasks in sufficient depth or to concentrate and reduce nervousness during exams. Women and students in certain fields (education and humanities) tended to make more appropriate use of MPs and reported greater skills in using LS (engineering). On the other hand, a weak negative correlation was found between problematic MP use and the adequate use of LS. This indicates that as problematic MP use increases, the use of effective learning strategies decreases. Thus, the findings underscore the importance of designing educational interventions that promote responsible MP use, the development of digital competencies, and the acquisition of autonomous learning skills, which could contribute to improving academic performance and fostering more competent digital citizens.
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