Uso de dispositivos móviles en las aulas de la universidad y rendimiento académico: revisión de la literatura y nueva evidencia en España
DOI:
https://doi.org/10.51302/tce.2021.600Palabras clave:
dispositivos móviles, smartphones, ordenadores portátiles, tablets, rendimiento académico, educación superiorResumen
Este trabajo se hace eco de un animado debate, que está presente en los últimos años en el ámbito de la educación superior, sobre si hay que permitir o se debe prohibir el uso de dispositivos móviles por los estudiantes en el aula. A fin de facilitar una toma de decisiones más informada, se revisa en profundidad la evidencia empírica existente hasta la fecha sobre la relación entre el uso de dispositivos móviles en las aulas y el rendimiento académico de los estudiantes. Se proporciona también nueva evidencia empírica sobre dicha relación, considerando ciertos aspectos que han sido ignorados por la investigación previa, como son la asignatura que se enseña, las características/intereses de los docentes, el año de estudio o el tamaño de la clase. Los resultados dispares del análisis empírico realizado, así como de la evidencia disponible, sugieren que el uso de estos dispositivos móviles y su relación con el rendimiento académico es un asunto complejo que debe ser analizado cuidadosamente. Se sugiere que la cuestión de si el uso de dispositivos móviles debe permitirse o prohibirse en el aula debería reemplazarse por cómo los docentes pueden sacar el mejor partido posible del uso de tales dispositivos en sus clases. Además, se presentan otras propuestas que pueden ser especialmente útiles en un contexto educativo como el actual, que está muy condicionado por la crisis de la COVID-19.
Descargas
Citas
Aguilar-Roca, N. M., Williams, A. E. y O’Dowd, D. K. (2012). The impact of laptop-free zones on student performance and attitudes in large lectures. Computers & Education, 59(4), 1.300-1.308.
Aguirre, J., Chaves, S. y Burban, K. (2019). Adoption, adaptation, and use of mobiles by university students: a Central American example. Journal of Applied Research in Higher Education, 11(3), 493-505.
Albó, L., Hernández-Leo, D. y Moreno Oliver, V. (2019). Smartphones or laptops in the collaborative classroom? A study of video-based learning in higher education. Behaviour & Information Technology, 38(6), 637-649.
Arain, A. A., Hussain, Z., Rizvi, W. H. y Vighio, M. S. (2018). An analysis of the influence of a mobile learning application on the learning outcomes of higher education students. Universal Access in the Information Society, 17(2), 325-334.
Artz, B., Johnson, M., Robson, D. y Taengnoi, S. (2020). Taking notes in the digital age: evidence from classroom random control trials. The Journal of Economic Education, 51(2), 103-115.
Associated Press. (2010). At universities, is better learning a click away? Education Week, 29.
Baert, S., VujiĆ, S., Amez, S., Claeskens, M., Daman, T., Maeckelberghe, A., Omey, E. y Marez, L. de. (2019). Smartphone use and academic performance: correlation or causal relationship? Kyklos, 73(1), 22-46. https://doi.org/10.1111/kykl.12214
Bagdasarov, Z., Luo, Y. y Wu, W. (2017). The influence of tablet-based technology on the development of communication and critical thinking skills: an interdisciplinary study. Journal of Research on Technology in Education, 49(1-2), 55-72.
Barak, M., Lipson, A. y Lerman, S. (2006). Wireless laptops as means for promoting active learning in large lecture halls. Journal of Research on Technology in Education, 38(3), 245-263.
Bellur, S., Nowak, K. L. y Hull, K. S. (2015). Make it our time: in class multitaskers have lower academic performance. Computers in Human Behavior, 53, 63-70.
Berry, M. J. y Westfall, A. (2015). Dial D for distraction: the making and breaking of cell phone policies in the college classroom. College Teaching, 63(2), 62-71.
Brooks, S. (2015). Does personal social media usage affect efficiency and well-being? Computers in Human Behavior, 46, 26-37.
Brown, D. G. y Petitto, K. R. (2003). The status of ubiquitous computing. Educause Review, 38(3), 24-33.
Brown, D. G., Burg, J. J. y Dominick, J. L. (1998). A strategic plan for ubiquitous laptop computing. Communications of the ACM, 41(1), 26-35.
Bugeja, M. J. (2007). Distractions in the wireless classroom. Chronicle of Higher Education, 53(21), C1-C4.
Çakıroğlu, Ü, Başıbüyükb, B., Gülerc, M., Atabaya, M. y Memiş, B. Y. (2017). Gamifying an ICT course: influences on engagement and academic performance. Computers in Human Behavior, 69, 98-107.
Carle, A. C., Jaffee, D. y Miller, D. (2009). Engaging college science students and changing academic achievement with technology: a quasi-experimental preliminary investigation. Computers & Education, 52(2), 376-380.
Carter, S. P., Greenberg, K. y Walker, M. S. (2017). The impact of computer usage on academic performance: evidence from a randomized trial at the United States Military Academy. Economics of Education Review, 56, 118-132.
Clayson, D. E. y Haley, D. A. (2013). An introduction to multitasking and texting: prevalence and impact on grades and GPA in marketing classes. Journal of Marketing Education, 35(1), 26-40.
Comisión Europea. (2008). The use of ICT to Support Innovation and Lifelong Learning for All-A Report on Progress. Commission Staff Working Document.
Crook, C. y Barrowcliff, D. (2001). Ubiquitous computing on campus: patterns of engagement by university students. International Journal of Human-Computer Interaction, 13(2), 245-256.
Debevec, K., Shih, M. Y. y Kashyap, V. (2006). Learning strategies and performance in a technology integrated classroom. Journal of Research on Technology in Education, 38(3), 293-307.
Demb, A., Erickson, D. y Hawkins-Wilding, S. (2004). The laptop alternative: student reactions and strategic implications. Computers & Education, 43(4), 383-401.
Demirbilek, M. y Talan, T. (2018). The effect of social media multitasking on classroom performance. Active Learning in Higher Education, 19(2), 117-129.
Downs, E., Tran, A., McMenemy, R. y Abegaze, N. (2015). Exam performance and attitudes toward multitasking in six, multimedia-multitasking classroom environments. Computers & Education, 86, 250-259.
Driver, M. (2002). Exploring student perceptions of group interaction and class satisfaction in the web-enhanced classroom. The Internet and Higher Education, 5(1), 35-45.
Dunn, T. J. y Kennedy, M. (2019). Technology enhanced learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137, 104-113.
Elliott-Dorans, L. R. (2018). To ban or not to ban? The effect of permissive versus restrictive laptop policies on student outcomes and teaching evaluations. Computers & Education, 126, 183-200.
Ellis, Y., Daniels, B. y Jauregui, A. (2010). The effect of multitasking on the grade performance of business students. Research in Higher Education Journal, 8(1), 1-10.
Enríquez, A. G. (2010). Enhancing student performance using tablet computers. College Teaching, 58(3), 77-84.
Felisoni, D. D. y Godoi, A. S. (2018). Cell phone usage and academic performance: an experiment. Computers & Education, 117, 175-187.
Finn, S. e Inman, J. G. (2004). Digital unity and digital divide: surveying alumni to study effects of a campus laptop initiative. Journal of Research on Technology in Education, 36(3), 297-317.
Fox, A. B., Rosen, J. y Crawford, M. (2009). Distractions, distractions: does instant messaging affect college students’ performance on a concurrent reading comprehension task? Cyberpsychology & Behavior, 12(1), 51-53.
Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers & Education, 50(3), 906-914.
Froese, A. D., Carpenter, C. N., Inman, D. A., Schooley, J. R., Barnes, R. B., Brecht, P. W. y Chacon, J. D. (2012). Effects of classroom cell phone use on expected and actual learning. College Student Journal, 46(2), 323-332.
Gaudreau, P., Miranda, D. y Gareau, A. (2014). Canadian university students in wireless class-rooms: what do they do on their laptops and does it really matter? Computers & Education, 70, 245-255.
Gay, G., Stefanone, M., Grace-Martin, M. y Hembrooke, H. (2001). The effects of wireless computing in collaborative learning environments. International Journal of Human-Computer Interaction, 13(2), 257-276.
Giunchiglia, F., Zeni, M., Gobbi, E., Bignotti, E. y Bison, I. (2018). Mobile social media usage and academic performance. Computers in Human Behavior, 82, 177-185.
Glass, A. L. y Kang, M. (2019). Dividing attention in the classroom reduces exam performance. Educational Psychology, 39(3), 395-408.
Grace-Martin, M. y Gay, G. (2001). Web browsing, mobile computing and academic performance. Journal of Educational Technology & Society, 4(3), 95-107.
Green, A. (2016). Significant returns in engagement and performance with a free teaching app. The Journal of Economic Education, 47(1), 1-10.
Hanus, M. D. y Fox, J. (2015). Assessing the effects of gamification in the classroom: a longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161
Hembrooke, H. y Gay, G. (2003). The laptop and the lecture: the effects of multitasking in learning environments. Journal of Computing in Higher Education, 15(1), 46-64.
Hossain, S. F. A., Nurunnabi, M., Hussain, K. y Saha, S. K. (2019). Effects of variety-seeking intention by mobile phone usage on university students´ academic performance. Cogent Education, 6(1), 1574692. https://doi.org/10.1080/2331186X.2019.1574692
Hutcheon, T. G., Lian, A. y Richard, A. (2019). The impact of a technology ban on students' perceptions and performance in introduction to psychology. Teaching of Psychology, 46(1), 47-54.
Hyden, P. (2005). Teaching statistics by taking advantage of the laptop's ubiquity. New Directions for Teaching and Learning, 101, 37-42.
Ifeanyi, I. P. y Chukwuere, J. E. (2018). The impact of using smartphones on the academic performance of undergraduate students. Knowledge Management & E-Learning: An International Journal, 10(3), 290-308.
Jacobsen, W. C. y Forste, R. (2011). The wired generation: academic and social outcomes of electronic media use among university students. Cyberpsychology, Behavior, and Social Networking, 14(5), 275-280.
Jamet, E., Gonthier, C., Cojean, S., Colliot, T. y Erhel, S. (2020). Does multitasking in the classroom affect learning outcomes? A naturalistic study. Computers in Human Behavior, 106. https://doi.org/10.1016/j.chb.2020.106264
Junco, R. (2012). In-class multitasking and academic performance. Computers in Human Behavior, 28(6), 2.236-2.243.
Karamti, C. (2016). Measuring the impact of ICTs on academic performance: evidence from higher education in Tunisia. Journal of Research on Technology in Education, 48(4), 322-337.
Karpinski, A. C., Kirschner, P. A., Ozer, I., Mellott, J. A. y Ochwo, P. (2013). An exploration of social networking site use, multitasking, and academic performance among United States and European university students. Computers in Human Behavior, 29(3), 1.182-1.192.
Kay, R. H. y Lauricella, S. (2014). Investigating the benefits and challenges of using laptop computers in higher education classrooms. Canadian Journal of Learning and Technology, 40(2). https://files.eric.ed.gov/fulltext/EJ1030425.pdf
Kennedy, D. R. (2019). The effect of banning computers on exam performance in a first-year pathophysiology class. American Journal of Pharmaceutical Education. 83(10). https://doi.org/10.5688/ajpe7535
Kim, I., Kim, R., Kim, H., Kim, D., Han, K., Lee, P. H., Mark, G. y Lee, U. (2019). Understanding smartphone usage in college classrooms: a long-term measurement study. Computers & Education, 141. https://doi.org/10.1016/j.compedu.2019.103611
Kolar, R. L., Sabatini, D. A. Y Fink, L. D. (2002). Laptops in the classroom: do they make a difference? Journal of Engineering Education, 91(4), 397-401.
Kraushaar, J. M. y Novak, D. C. (2010). Examining the effects of student multitasking with laptops during the lecture. Journal of Information Systems Education, 21(2), 241-251.
Kuznekoff, J. H. y Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education, 62(3), 233-252.
Lane, A. y Porch, M. (2002). Computer aided learning (CAL) and its impact on the performance of non-specialist accounting undergraduates. Accounting Education, 11(3), 217-233.
Lau, W. W. (2017). Effects of social media usage and social media multitasking on the academic performance of university students. Computers in Human Behavior, 68, 286-291.
Lauricella, S. y Kay, R. H. (2010). Assessing laptop use in higher education classrooms: the laptop effectiveness scale (LES). Australian Journal of Educational Technology, 26(2), 151-163.
Le Roux, D. B. y Parry, D. A. (2017). In-lecture media use and academic performance: does subject area matter? Computers in Human Behavior, 77, 86-94.
Lepp, A., Barkley, J. E. y Karpinski, A. C. (2015). The relationship between cell phone use and academic performance in a sample of US college students. Sage Open, 5(1). https://doi.org/10.1177/2158244015573169
Leyrer-Jackson, J. M. y Wilson, A. K. (2018). The associations between social-media use and academic performance among undergraduate students in biology. Journal of Biological Education, 52(2), 221-230.
Li, J., Lepp, A. y Barkley, J. E. (2015). Locus of control and cell phone use: implications for sleep quality, academic performance, and subjective well-being. Computers in Human Behavior, 52, 450-457.
Lindroth, T. y Bergquist, M. (2010). Laptopers in an educational practice: promoting the personal learning situation. Computers & Education, 54(2), 311-320.
Maki, R. H., Maki, W. S., Patterson, M. y Whittaker, P. D. (2000). Evaluation of a web-based introductory psychology course: I. Learning and satisfaction in on-line versus lecture courses. Behavior Research Methods, Instruments, & Computers, 32(2), 230-239.
Martínez Rodrigo, M. E., Martínez-Cabeza Lombardo, M. Á. y Martínez-Cabeza Jiménez, J. (2019). Análisis del uso de dispositivos móviles en las aulas universitarias españolas. RLCS. Revista Latina de Comunicación Social, 74, 997-1.013.
McCabe, D. B. y Meuter, M. L. (2011). A student view of technology in the classroom: does it enhance the seven principles of good practice in undergraduate education? Journal of Marketing Education, 33(2), 149-159.
McCoy, B. (2016). Digital distractions in the class-room phase II: student classroom use of digital devices for non-class related purposes. Journal of Media Education, 4(4), 5-14.
McCreary, J. R. (2009). The laptop-free zone. Valparaiso University Law Review, 43, 1-87.
McDowall, T. y Jackling, B. (2006). The impact of computer-assisted learning on academic grades: an assessment of students’ perceptions. Accounting Education: An International Journal, 15(4), 377-389.
McVay, G. J., Snyder, K. D. y Graetz, K. A. (2005). Evolution of a laptop university: a case study. British Journal of Educational Technology, 36(3), 513-524.
Montgomery, K. C. (2009). Generation Digital. MIT Press.
Mueller, P. A. y Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: advantages of longhand over laptop note taking. Psychological Science, 25(6), 1.159-1.168.
Muñoz-Organero, M., Muñoz-Merino, P. J. y Kloos, C. D. (2012). Sending learning pills to mobile devices in class to enhance student performance and motivation in network services configuration courses. IEEE Transactions on Education, 55(1), 83-87.
Ng, S. F., Azlan, M. A. K., Kamal, A. N. A. y Manion, A. (2020). A quasi-experiment on using guided mobile learning interventions in ESL classrooms: time use and academic performance. Education and Information Technologies, 25(6), 4.699-4.719.
Nicol, D. J. y MacLeod, I. A. (2005). Using a shared workspace and wireless laptops to improve collaborative project learning in an engineering design class. Computers & Education, 44(4), 459-475.
Nonis, S. A. y Hudson, G. I. (2010). Performance of college students: impact of study time and study habits. Journal of Education for Business, 85(4), 229-238.
OCDE. (2020). Spain: Overview of the Education System (EAG 2019). https://gpseducation.oecd.org/CountryProfile?primaryCountry=ESP&treshold=10&topic=EO
Palfrey, J. y Gasser, U. (2008). Born Digital. Basic Books.
Parry, D. A. y Le Roux, D. B. (2018). In-lecture media use and academic performance: investigating demographic and intentional moderators. South African Computer Journal, 30(1), 85-107.
Parry, D. A., Le Roux, D. B. y Cornelissen, L. A. (2019). Managing in-lecture media use: the feasibility and value of a split-class policy. Journal of Computing in Higher Education, 32(2), 261-281. https://doi.org/10.1007/s12528-019-09232-z
Patterson, R. W. y Patterson, R. M. (2017). Computers and productivity: evidence from laptop use in the college classroom. Economics of Education Review, 57, 66-79.
Pechenkina, E., Laurence, D., Oates, G., Eldridge, D. y Hunter, D. (2017). Using a gamified mobile app to increase student engagement, retention and academic achievement. International Journal of Educational Technology in Higher Education, 14(1), 31.
Pemberton, J. R., Borrego Jr., J. y Cohen, L. M. (2006). Using interactive computer technology to enhance learning. Teaching of Psychology, 33(2), 145-147.
Poll, H. (2015). Pearson Student Mobile Device Survey: College Students. Pearson.
Prescott, W. A., Johnson, H. L., Wrobel, M. J. y Prescott, G. M. (2012). Impact of electronic device use in class on pharmacy students´ academic performance. American Journal of Pharmaceutical Education, 76(9). https://doi.org/10.5688/ajpe769167
Qi, C. (2019). A double-edged sword? Exploring the impact of students´ academic usage of mobile devices on technostress and academic performance. Behaviour & Information Technology, 38(12), 1.337-1.354.
Rabl, M., Pattermann, J., Schlögl, S. y Canham, N. (2019). The use of digital devices in the university classroom: exploring and comparing students´ perceptions and practices. International Workshop on Learning Technology for Education in Cloud (pp. 103-113). Springer.
Ragan, E. D., Jennings, S. R., Massey, J. D. y Doolittle, P. E. (2014). Unregulated use of laptops over time in large lecture classes. Computers & Education, 78, 78-86.
Ramamuruthy, V. y Rao, S. (2015). Smartphones promote autonomous learning in ESL classrooms. Malaysian Online Journal of Educational Technology, 3(4), 23-35.
Rambe, P. y Bere, A. (2013). Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology. British Journal of Educational Technology, 44(4), 544-561.
Rashid, T. y Asghar, H. M. (2016). Technology use, self-directed learning, student engagementand academic performance: examining the interrelations. Computers in Human Behavior, 63, 604-612.
Ravizza, S. M., Hambrick, D. Z. y Fenn, K. M. (2014). Non-academic internet use in the classroom is negatively related to classroom learning regardless of intellectual ability. Computers & Education, 78, 109-114.
Ravizza, S. M., Uitvlugt, M. G. y Fenn, K. M. (2017). Logged in and zoned out: how laptop internet use relates to classroom learning. Psychological Science, 28(2), 171-180.
Remón, J., Sebastián, V., Romero, E. y Arauzo, J. (2017). Effect of using smartphones as clickers and tablets as digital whiteboards on student's engagement and learning. Active Learning in Higher Education, 18(2), 173-187.
Roberts, N. y Rees, M. (2014). Student use of mobile devices in university lectures. Australasian Journal of Educational Technology, 30(4), 415-426.
Sage, K., Piazzini, M., Downey IV, J. C. y Masilela, L. (2020). Reading from print, laptop computer, and e-reader: differences and similarities for college students´ learning. Journal of Research on Technology in Education, 52(4), 441-460. https://doi.org/10.1080/15391523.2020.1713264
Salamonson, Y. y Lantz, J. (2005). Factors influencing nursing students´ preference for a hybrid format delivery in a pathophysiology course. Nurse Education Today, 25(1), 9-16.
Samson, P. J. (2010). Deliberate engagement of laptops in large lecture classes to improve attentiveness and engagement. Computers in Education, 20(2), 22-37.
Sánchez, D. R., Langer, M. y Kaura, R. (2020). Gamification in the classroom: examining the impact of gamified quizzes on student learning. Computers & Education, 144. https://doi.org/10.1016/j.compedu.2019.103666
Sana, F., Weston, T. y Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31.
Shuter, R., Dutta, U., Cheong, P., Chen, Y. y Shuter, J. (2018). Digital behavior of university students in India and the US: cultural values and communication technologies in the classroom. Western Journal of Communication, 82(2), 160-180.
Spies, A. R (2010). Use of laptops and other technology in the classroom. American Journal of Pharmaceutical Education, 74(8), 152a.
Sulaiman, A. y Mohezar, S. (2006). Student success factors: identifying key predictors. Journal of Education for Business, 81(6), 328-333.
Tapscott, D. (2008). Grown Up Digital: How The Net Generation Is Changing Your World. McGraw-Hill.
Uzun, A. M. y Kilis, S. (2019). Does persistent involvement in media and technology lead to lower academic performance? Evaluating media and technology use in relation to multitasking, self-regulation and academic performance. Computers in Human Behavior, 90, 196-203.
Wakefield, J., Frawley, J. K., Tyler, J. y Dyson, L. E. (2018). The impact of an iPad-supported annotation and sharing technology on university students' learning. Computers & Education, 122, 243-259.
Wammes, J. D., Ralph, B. C., Mills, C., Bosch, N., Duncan, T. L. y Smilek, D. (2019). Disengagement during lectures: media multitasking and mind wandering in university classrooms. Computers & Education, 132, 76-89.
Weaver, B. E. y Nilson, L. B. (2005). Laptops in class: what are they good for? What can you do with them? New Directions for Teaching and Learning, 2005(101), 3-13.
Wei, F. Y. F., Wang, Y. K. y Fass, W. (2014). An experimental study of online chatting and notetaking techniques on college students' cognitive learning from a lecture. Computers in Human Behavior, 34, 148-156.
Willemse, J. J., Jooste, K. y Bozalek, V. (2019). Experiences of undergraduate nursing students on an authentic mobile learning enactment at a higher education institution in South Africa. Nurse Education Today, 74, 69-75.
Winskel, H., Kim, T. H., Kardash, L. y Belic, I. (2019). Smartphone use and study behavior: a Korean and Australian comparison. Heliyon, 5(7). https://doi.org/10.1016/j.heliyon.2019.e02158
Witecki, G. y Nonnecke, B. (2015). Engagement in digital lecture halls: a study of student course engagement and mobile device use during lecture. Journal of Information Technology Education: Research, 14, 73-90.
Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D. y Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58(1), 365-374.
Wu, J., Mei, W. y Ugrin, J. C. (2018). Student cyberloafing in and out of the classroom in China and the relationship with student performance. Cyberpsychology, Behavior, and Social Networking, 21(3), 199-204.
Wurst, C., Smarkola, C. y Gaffney, M. A. (2008). Ubiquitous laptop usage in higher education: effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms. Computers & Education, 51(4), 1.766-1.783.
Zhang, W. (2015). Learning variables, in-class laptop multitasking and academic performance: a path analysis. Computers & Education, 81, 82-88.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2021 Ana Belén Alonso-Conde, Javier Rojo-Suárez, José Ángel Zúñiga-Vicente
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
