From Addiction to Application: Balancing Smartphone Usage for

Educational Purpose

Raj Madhu and Sudipta Gorain

Introduction:

In the 21st century, technological advancements have transformed nearly every aspect of our
lives, especially with the surge in smartphone production. Currently, more than 4.14 million
smartphones are sold every day worldwide (Statista, 2023). By 2022, it's estimated that there
will be 6.6 billion smartphone users globally, which is about 84.29% of the world’s population,
with an annual growth rate of 4.9% (Pew Research Center, 2022). Smartphones have become
essential tools that we use throughout the day—from waking up to going to bed. This constant
use is driven by high-quality games, various social media platforms, and online learning
resources, making smartphones particularly addictive for young people (Kuss & Griffiths,
2017). The convenience of smartphones and the internet allows us to connect with anyone,
anywhere, at any time. However, this has also diminished our ability to communicate
effectively in person and understand each other on a deeper level (Turkle, 2015). Excessive
smartphone use can lead to several health issues, including anxiety, loneliness, depression,
headaches, dry eyes, eye pain, blurred vision, lack of concentration, and isolation (Twenge,
2017). Despite being aware of these problems, many people find it difficult to reduce their
dependence on smartphones because they have become such a crucial part of our daily lives
(Lin et al., 2016). On the positive side, smartphones provide immediate access to emergency
services and help when needed (Smith, 2019). In India, a significant number of university
students—79%—rely on smartphones for online studies, while only 17% have access to laptops
(IAMAI, 2020). India plays a key role in the online learning sector, which has grown rapidly
since 2019. The increasing demand has led many online learning platforms to offer free access
to their services, making it easier for students to acquire the knowledge they need (Dutta, 2021).
Even in traditional classrooms, many teachers use meeting apps to share study materials with
students, enhancing their learning experiences (Nielsen, 2020). By understanding these trends
and the dual nature of smartphone use, educators, institutions, and policymakers can develop
better educational policies and strategies to address both the benefits and challenges of
smartphone usage among students (Greenfield, 2014; Prensky, 2012).
Need of the study:

In today's digital world, understanding how students are addicted to smartphones and how they
use them for learning is crucial. Excessive smartphone use can negatively impact mental health
and academic performance. By examining this issue, we can find ways to make the most of
technology in education, minimize distractions, and ensure that all students have equal access
to educational resources. Building a positive link between technology use and academic
success is essential for fostering effective learning environments.

Objective:

1. To study the percentage of undergraduate students addicted to smartphone.

2. To study the percentage of undergraduate students using smartphone in education.
3. To compare the percentage of students addicted to smartphone and the percentage of
students use smartphone in education.

Research Question:

1. What percentage of undergraduate students are addicted to smartphones?

2. What percentage of undergraduate students use smartphones for educational purposes?
3. How does the percentage of undergraduate students addicted to smartphones compare
to the percentage of students using smartphones for education?

Research Methodology:

To address the objectives of this study, a quantitative research design was adopted. To ensure
that the findings of this study are generalizable and free from bias, a simple random sampling
technique was employed. The sample for this study consisted of 150 undergraduate students,
with 83 females and 67 males. Data was collected using a structured survey questionnaire. The
questionnaire was divided into two distinct parts, each containing 10 standardized items. The
first part focused on measuring smartphone addiction. The second part evaluated smartphone
usage in education. A 5-point Likert scale was used for responses, with options ranging from
"Strongly Agree" to "Strongly Disagree." The survey questionnaire was developed based on
established scales in the literature, ensuring both reliability and validity. Each item was
carefully crafted to capture specific aspects of smartphone addiction and educational use. The
data collection process was conducted in the presence of the researcher to ensure clarity and
address any potential questions from the participants. This approach helped in obtaining
accurate and reliable data. To analyse the collected data, the researcher measured the range of
the dataset and conducted frequency distribution analysis. The results were interpreted
according to standard statistical methods to draw meaningful conclusions about the smartphone
usage patterns among the undergraduate students.

Data analysis and interpretation of level of addiction of smartphone:

The analysis section delves into the data collected from a survey of 150 undergraduate students,
examining their levels of smartphone addiction and the extent to which they use smartphones
for educational purposes. The data was analysed using a quantitative approach, employing
frequency distribution and range calculations to interpret the findings.

Figure 1: shows the percentage of all students addicted to smartphone.

The purpose of this study was to investigate the level of smartphone addiction among
undergraduate students. Out of 150 students surveyed, 3.33% reported being highly addicted
to their smartphones. Meanwhile, 10.67% indicated that they are addicted. 32.67% of students
reported being moderately addicted. The largest group, comprising 42.67% of the students,
reported being less addicted. Lastly, 10.67% of students reported not being addicted to their
smartphones at all.
Figure 2: shows the percentage of female students addicted to smartphones.

The purpose of this study was to investigate the level of smartphone addiction among
undergraduate students. Out of 83 female students surveyed, none reported being highly
addicted to their smartphones. However, 4.8% indicated being addicted, 33.7% reported
moderate addiction, 45.8% reported less addiction, and 15.7% reported no addiction to
smartphones.

Figure 3: shows the percentage of male students addicted to smartphones.

The study aimed to assess smartphone addiction levels among 67 male undergraduate students.
Among the respondents, 7.5% reported being highly addicted to smartphones, while 17.9%
indicated addiction. Additionally, 31.3% reported moderate addiction, 38.8% reported less
addiction, and 4.5% reported no addiction to smartphones.

Data analysis and interpretation of level of smartphone usage in education:

This section analyses the extent of smartphone addiction among students, examining both male
and female respondents.

Figure 4: shows the percentage of students use smartphone in education.

According to responses from all 150 students surveyed, 21.34% reported high usage of
smartphones in education, while 54.67% indicated regular usage. Additionally, 23.33%
reported moderate usage, and 0.67% reported minimal usage. None of the respondents reported
not using smartphones in education.
Figure 5: shows the percentage of female students use smartphones in education.

According to responses from 83 female students, 12.0% reported high usage of smartphones in
education, while 62.6% indicated regular usage. Additionally, 24.1% reported moderate usage,
and 1.2% reported minimal usage. None of the respondents reported not using smartphones in
education.

Figure 6: shows the percentage of male students use smartphones in education.

According to responses from male students, 32.8% reported high usage of smartphones in
education, while 44.8% indicated regular usage. Additionally, 22.4% reported moderate usage.
None of the respondents reported less usage or not using smartphones in education.

Figure 7: comparison of students addicted to smartphone and students use smartphone

in education.

a comparison was done by the researcher to show the students addicted to smartphone at
different levels and the percentage of students use smartphone in education among those levels.

Among the students categorized as highly addicted to smartphones, 60% reported high usage,
40% reported regular usage, and none reported moderate, minimal, or non-usage of
smartphones in education. Students classified as addicted to smartphones showed that 25%
reported high usage, 43.75% reported regular usage, and 31.25% reported moderate usage.
None reported minimal or non-usage in educational settings. For students moderately addicted
to smartphones, 16.33% reported high usage, 53.1% reported regular usage, and 30.61%
reported moderate usage. None reported minimal or non-usage in educational settings. Students
with less addiction to smartphones reported 17.19% high usage, 75.81% regular usage, 23.44%
moderate usage, 1.56% minimal usage, and none reported non-usage in educational settings.
Among students not addicted to smartphones, 37.50% reported high usage, 62.50% reported
regular usage, and none reported moderate, minimal, or non-usage in educational settings.

Findings:

❖ It was found that a small percentage of students reported high addiction to smartphones,
while a larger proportion indicated varying degrees of addiction. Specifically, a
significant majority reported being less addicted, with a notable percentage showing
moderate addiction. A minority reported no addiction to smartphones at all.
❖ The study revealed that none of the surveyed female students reported high addiction
to smartphones. However, a small percentage indicated addiction, while a significant
number reported moderate and less addiction levels. A notable proportion also reported
no addiction to smartphones.
❖ The study found that a minority of male students reported high addiction to
smartphones, while a larger percentage indicated varying levels of addiction.
Specifically, a significant proportion reported moderate and less addiction levels, and a
small percentage reported no addiction to smartphones.
❖ The findings indicate that a notable percentage of students reported regular usage of
smartphones in education, while a smaller percentage reported high usage. Moderate
usage was reported by a significant proportion, and minimal usage was reported by a
very small percentage. Importantly, none of the respondents reported not using
smartphones in educational contexts.
❖ The findings reveal that a significant percentage of female students reported regular
usage of smartphones in education, with a smaller percentage reporting high usage.
Moderate usage was reported by a notable proportion, and minimal usage was reported
by a very small percentage. Importantly, none of the respondents reported not using
smartphones in educational contexts.
❖ The data indicates that a significant percentage of male students reported regular usage
of smartphones in education, with a substantial portion also reporting high usage.
Moderate usage was reported by a noteworthy percentage. Importantly, none of the
respondents reported less usage or not using smartphones in educational contexts.
 ❖ Students categorized as highly addicted to smartphones predominantly reported high
usage in educational settings, with a smaller percentage indicating regular usage.
Among addicted students, a notable proportion reported regular usage, with a
significant minority reporting moderate usage. Moderate addiction also showed a trend
towards regular usage, with a smaller portion reporting high and moderate usage.
Students with less addiction to smartphones predominantly reported regular usage, with
smaller percentages indicating high and moderate usage, and minimal usage reported
by a very small percentage. Importantly, among students not addicted to smartphones,
a majority reported regular usage, with a significant minority reporting high usage and
none reporting moderate, minimal, or non-usage in educational settings.

Conclusion and suggestions:

Based on the responses gathered from all students, it is evident that smartphone addiction is
prevalent among students, yet they also utilize smartphones for educational purposes.
Interestingly, both highly addicted and non-addicted students tend to use smartphones more for
educational activities compared to those moderately addicted. This underscores the positive
aspect of smartphone use in enhancing educational outcomes. The survey highlights that
student generally enjoy using smartphones for various activities, including studying. To
capitalize on this, educators should engage students more through interactive online lectures
and appealing study materials accessible on mobile platforms. It is crucial for parents and
teachers to regulate students' smartphone usage effectively, striking a balance that fosters
academic focus while mitigating the risks of social media and gaming addiction. Smartphones
play a pivotal role in providing students with easy access to educational resources and tools.
However, parents need to monitor usage closely and encourage responsible smartphone use
primarily for educational purposes. In today's digital era, restricting access to smartphones and
computers would hinder the learning potential of future generations. Therefore, students should
be guided to use technology responsibly, leveraging its capabilities for productive purposes.
while smartphones offer significant benefits for education, it is essential for educators and
parents to collaborate in guiding students towards constructive smartphone use that enhances
learning and minimizes distractions from non-academic activities.
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