Answer to Question #294713 in English for Jeydi

Question

Now that you can evaluate the flow of a certain review, it is now time for you to write your own.

During the first activity, you were asked to evaluate a cellphone. This time, go back to your

answers on that activity. Use the information you collected as you write you own review of that

particular cellphone model. Keep in mind the essential information you need in writing a critique

or review. Do this in a separate piece of paper. Your output will be assessed using the following

criteria:

Answer 1

Multiple arguments in the existing literature argue for an association positive or negative between smartphone use and academic performance. On one hand, smartphones could when used properly lead to better educational performance. Smartphones’ mobility allows students to access the same (internet-based) services as a computer almost anywhere, almost every time (Lepp, Barkley, & Karpinski, 2014). Easy accessibility to these functionalities offers students the chance to search continuously for study-related information. Thus, smartphones provide a multi-media platform to facilitate learning which cannot be replaced by reading a textbook (Zhang, Ho, & Ho, 2014). Furthermore, social networking sites and communication applications may contribute to the quick sharing of relevant information. Faster communication between students and between students and faculty staff may contribute to more efficient studying and collaboration (Chen & Ji, 2015; Lepp, Barkley, & Karpinski, 2015).

On the other hand, research has suggested that university students think of their smartphones as a source of entertainment, rather than as a working instrument (Lepp, Barkley, Sanders, Rebold, & Gates, 2013). These findings support the idea of a time trade-off à la Becker (1965) between smartphone use and study-related activities. That is, the time spent on smartphone use is time lost for study activities. As such, university students’ decision to use their smartphones could have a deleterious effect on their academic performance.

Furthermore, smartphone use may interfere with study-related activities. The proximity of the mobile device can be a tempting distraction, leading to multitasking or task-switching. A growing body of literature (see, e.g. Junco, 2012; Junco & Cotten, 2012; Levine, Waite, & Bowman, 2012) has shown this behavior’s negative implications with respect to educational performance. We discuss four potential causes for this multitasking or task-switching behavior. Firstly, visual and auditory notifications on the smartphone may draw students’ attention during class and/or during study time (Junco & Cotten, 2012). Secondly, the desire not to miss out on what is happening online and to continuously interact with the rest of the world may lead to a lack of focus necessary to achieve good study performance (Chen & Yan, 2016; Firat, 2013). Thirdly, but related, smartphone use during study-related activities may be the result of addiction behavior and cyberslacking, which can be defined as the interference of personal (online) life during working or study activities (Garrett & Danziger, 2008; Vitak, Crouse, & LaRose, 2011). Finally, due to the lack of academic motivation, students can experience a sense of boredom for which smartphone applications provide a fast and tempting escape (Hawi & Samaha, 2016).