The Impact of Smartphone Use on University Students' Education

ABSTRACT

This study aims to examine in detail the impact of smartphone use on university students' academic processes. As the role of technology in education continues to grow, smartphones have become an integral part of students' daily lives. Therefore, understanding the effects of these devices on academic performance, time management, and study habits is crucial. The study analyzes the influence of smartphone usage duration, purpose of use, and addiction level on students' academic success, time management skills, and academic procrastination behaviors. The research was conducted using a descriptive survey model, with a study group consisting of 637 university students enrolled at Ankara Medipol University. Participants provided data through an online survey, and the collected data were analyzed using SPSS 27 software. The statistical methods employed in this study include correlation analysis, descriptive statistics, normality tests, reliability analysis (Cronbach’s Alpha), Chi-Square Tests, Mann-Whitney U Test, and Kruskal-Wallis H Test. These methods allowed for a multidimensional examination of the relationship between smartphone use and academic performance.

The study results indicate that as smartphone usage time increases, academic performance shows a significant decline. Particularly, excessive use of social media and entertainment applications was found to reduce study time and make concentration more difficult. However, students with higher academic achievement were more likely to use their smartphones for accessing course materials, sharing notes, and conducting academic research. In contrast, students with lower academic performance were found to spend more time on social media, online games, and other distracting content. Additionally, students with higher levels of smartphone addiction exhibited more academic procrastination behaviors. The study also revealed that smartphone usage habits vary based on factors such as gender and education level. Female students were found to spend more time on social media platforms, while male students predominantly engaged with online games and digital entertainment tools. However, the effects on academic performance were not solely related to screen time but were directly linked to the purposes for which students used their smartphones. This finding suggests that focusing solely on smartphone usage duration may not be sufficient for understanding its impact on academic success. Based on the findings, the study emphasizes the need for a more conscious approach to smartphone use in educational processes. Promoting digital literacy training can help students integrate technology more effectively into their academic journeys. Additionally, improving time management skills, reducing distractions during study sessions, and encouraging the use of academic mobile applications are recommended. Using smartphones not just as entertainment devices but as academic support tools may contribute positively to student success. Future research should explore the connections between smartphone addiction, academic performance, and psychological factors in greater detail. Specifically, experimental studies should be conducted to examine the long-term effects of smartphone use on study habits and cognitive attention processes. Such studies could also contribute to the development of educational policies and academic support programs for students.