CHAPTER 3

RELATED LITERATURE

Worldwide, there are more than six billion cell phone users. In current society, there is a clear

necessity for frequent interpersonal contact. Everywhere they go, people use their mobile phones for

calling and texting pals, browsing the web, using social media, and staying constantly connected to their

communication devices. Higher education institutions and their faculties now confront new issues as a

result of the growth of mobile phone use in academic settings in recent years. (Ugur & Koc,2015)Any

measure of mobile phone usage, whether regarded normative or problematic, that quantifies the degree to

which a person uses a phone, feels an emotional need, or exhibits any other behavior is the operational

definition of cell phone use that will be used to guide the implementation of this study.

According to a study done in 2021 on smartphones, students utilize them extensively, according

to Olawafemi et al(2021) many of the research that have looked at the connections between using a cell

phone and academic success have produced contradictory results. According to Kates, Wu, and Coryn

(2018), although the use of mobile phones has dramatically increased over the past few decades, little is

known about their effects, particularly on academic performance and student learning. However, the

majority of students utilize their smartphones for non-class related personal purposes during class time.

Less access to smartphones may have a negative impact on academic achievement and learning

effectiveness. Teachers in elementary schools need to be aware of this problem, particularly now that the

COVID-19 pandemic is still active. The results provide policymakers and educators with information on

how smartphone use during educational activities affects academic performance.

The accumulation of data has shown that cell phone distraction, particularly among newly

independent individuals, is an increasing issue. The idea of cognitive emotion preoccupation as the

fundamental mechanism through which mobile phone distraction results in a decline in psychological

well-being is a significant contribution to the research. Distraction-conflict theory, which demonstrates

that users with excellent attention control are better at coping with the detrimental effects of mobile phone

distraction, supports the proposed paradigm based on Chu.et al (2021). Smartphone use among primary

school kids may result in learning chances being unequal, as Wang, Hsieh, and Kung (2023) suggest.

Finally, it is demonstrated that smartphone behavior is the mediating variable affecting academic

achievement after a debate of whether or not it is a mediator of performance.

Yang.et.al (2021) It is a generally acknowledged issue that medical students are addicted to their

cell phones and procrastinate on their academic work. Relationship facilitation, learning performance, and

commitment to learning were all negatively correlated with mobile phone addiction. Academic laziness

was adversely correlated with commitment to learning, academic performance, interpersonal facilitation,

and goal achievement. Yi, et.al (2016) validate that smartphones has a direct influence on students’

perceptions of performance impact and an indirect influence on smartphone use through a precursor of

utilization, such as attitude toward smartphone use, social norms and facilitating conditions.

10. Chu, J., Qaisar, S., Shah, Z., & Jalil, A. (2021). Attention or Distraction? The Impact of Mobile Phone
on Users' Psychological Well-Being. Frontiers in psychology, 12, 612127.
https://doi.org/10.3389/fpsyg.2021.612127

Cumulative evidence has demonstrated that mobile phone distraction, in particular among emerging
adults, is a growing problem. Considerable efforts have been made to contribute to the literature by
proposing cognitive emotion pre-occupation which acts as an underlying mechanism through which
mobile phone distraction results in a reduction in psychological well-being. The proposed model is
supported by distraction-conflict theory which reveals that users, with high attention control, are better
at coping with the negative consequences of mobile phone distraction. The data, consisting of 914
University students in China, was analyzed using statistical tools. The results support that mobile phone
distraction has a significant positive relationship with cognitive emotional pre-occupation which
negatively affects users' psychological well-being. Our findings also reveal that attention control
moderated the mediation effect of cognitive emotional pre-occupation in association with mobile phone
distraction and psychological well-being. The theoretical and practical implications are also discussed
along with limitations and future research.

RRL- FOREIGN
1. .Mendoza J.S, Pody B.C, Lee S, Kim M, & McDonough I (2018) The effect of
cellphones on attention and learning: The influences of time, distraction, and
 nomophobia, Computers in Human Behavior, 8,pp.
52-60,https://doi.org/10.1016/j.chb.2018.04.027.
Excessive cellphone use impacts attention and learning in classrooms. Given that attention declines over
time, we investigated when during lecture cellphones might impair learning. Across two experiments,
participants watched a 20-min lecture under different cellphone conditions (keep or remove). Groups who
kept their cellphones received distracting text messages during the lecture. Participants were quizzed on
the lecture. Quiz questions were divided into four segments depending on when the material was
presented. Lastly, participants' nomophobia—the fear of being without access to one's cellphone—was
assessed.
Participants who kept their cellphone performed worse on the quiz for material presented in the 3rd
quarter of the lecture than those without cellphones. Distracted participants performed worse on the test
for the same material than those who were not distracted. Participants higher in nomophobia, especially
on subscales having to do with losing connectedness and giving up convenience, performed worse on the
quiz for material that occurred in the 3rd quarter of the lecture. Findings indicate that having cellphones
in a short lecture has its largest impact on attention and learning 10–15 min into the lecture. This study
provides novel insights into the interactions between technology and learning to help educators and
students optimize learning.

2. Amez, S., & Baert, S. (2020). Smartphone use and academic performance: A literature
review. International Journal of Educational Research, 103, 101618.
https://doi.org/10.1016/j.ijer.2020.101618
We present the first systematic review of the scientific literature on smartphone use and academic
success. We synthesize the theoretical mechanisms, empirical approaches, and empirical findings
described in the multidisciplinary literature to date. Our analysis of the literature reveals a
predominance of empirical results supporting a negative association between students’ frequency
of smartphone use and their academic success. However, the strength of this association is
heterogeneous by (a) the method of data gathering, (b) the measures of academic
performance used in the analysis, and (c) the measures of smartphone use adopted. The main
limitation identified in the literature is that the reported associations cannot be given a causal
interpretation. Based on the reviewed findings and limitations, directions for further research are
discussed
3. Lepp, A., Barkley, J. E., and Karpinski, A. C. (2015). The Relationship
between cell phone use and academic performance in a sample of U.S.
college students. SAGE Open 1, 1–9. doi: 10.1177/2158244015573169
The cell phone is ever-present on college campuses and is frequently used in
settings where learning occurs. This study assessed the relationship between cell
phone use and actual college grade point average (GPA) after controlling for known
predictors. As such, 536 undergraduate students from 82 self-reported majors at a
large, public university were sampled. A hierarchical regression (R2 = .449)
demonstrated that cell phone use was significantly (p < .001) and negatively (β =
−.164) related to actual college GPA after controlling for demographic variables, self-
efficacy for self-regulated learning, self-efficacy for academic achievement, and
actual high school GPA, which were all significant predictors (p < .05). Thus, after
controlling for other established predictors, increased cell phone use was associated
with decreased academic performance. Although more research is needed to identify
the underlying mechanisms, findings suggest a need to sensitize students and
educators about the potential academic risks associated with high-frequency cell
phone use.
4. Chen, P. S., Li, J., & Kim, S. Y. (2021). Structural Relationship among Mobile
Phone Dependence, Self-Efficacy, Time Management Disposition, and
Academic Procrastination in College Students. Iranian journal of public
health, 50(11), 2263–2273. https://doi.org/10.18502/ijph.v50i11.7582

 We aimed to investigate the relationship among mobile phone dependence,

self-efficacy for self-regulated learning, time management disposition, and
academic procrastination in Chinese students majoring in physical education. In
addition, we explored the mediating roles of self-efficacy for self-regulated
learning and time management disposition in the relationship between mobile
phone dependence and academic procrastination. We adopted a random
sampling method to identify 324 physical education majors at five universities in
Shaanxi Province, China in 2020. Data were analyzed via exploratory factor
analysis, confirmatory factor analysis, correlation analysis, structural equation
model analysis, and path analysis.Mobile phone dependence had significant
positive effects on academic procrastination (P<0.001) and self-efficacy for self-
regulated learning (P<0.05) but a significant negative effect on time management
disposition (P<0.001). Self-efficacy for self-regulated learning had a significant
positive effect on academic procrastination (P<0.001), while time management
disposition had a significant negative effect on academic procrastination
(P<0.01). Notably, self-efficacy for self-regulated learning and time management
disposition mediated the relationship between mobile phone dependence and
academic procrastination (P<0.05). In addition to its direct effect on academic
procrastination, mobile phone dependence exerts an indirect effect via time
management disposition and self-regulated learning efficacy. Reducing students'
dependence on mobile phones is necessary for attenuating academic
procrastination on university campuses. Thus, universities should aim to restrict
the use of mobile phones in the classroom, actively cultivate students' confidence
in their self-regulated learning ability, and educate them regarding appropriate
time values
5. Dukic, Z., Chiu, D. K. W., and Lo, P. (2015). How useful are smartphones
for learning? Perceptions and practices of Library and Information
Science students from Hong Kong and Japan. Libr. Hi Tech 33, 545–561.
doi: 10.1108/LHT-02-2015-0015
The purpose of this paper is to provide an overview of higher education
students’ experiences in using smartphones for learning purposes, and their
perceptions of the suitability of smartphones for learning.
A qualitative research method is applied to data collection and analysis by
following the grounded theory approach. Data were gathered by an online
focus group involving Library and Information Science (LIS) students from
 University of Hong Kong and University of Tsukuba (Japan). LIS students at
both universities regularly use smartphones for communication, socializing,
entertainment and other daily information needs. The findings show that LIS
students commonly use smartphones for learning and consider smartphones
to be very useful for their academic work. They use smartphones to access
course materials, search library catalog, discuss course assignments with
peers, take notes, etc. Although both academic libraries involved offer a
variety of services for mobile devices, these services are still not used
frequently. A major barrier to using smartphone for academic learning is the
smartphone’s small screen. The study relies on a convenience sample,
restricted to students from two universities, one from Hong Kong and the
other from Japan. Further research on a larger sample is recommended.

6. Cao, X., Masood, A., Luqman, A., & Ali, A. (2018). Excessive use of mobile social
networking sites and poor academic performance: antecedents and consequences
from stressor-strain-outcome perspective. Computers in Human Behavior, 85, 163-
174. https://doi.org/10.1016/j.chb.2018.03.023
The problematic use of social networking sites (SNSs) and its adverse
consequences have become prevalent, yet little is known about the etiology of the
problematic use of SNSs and academic performance. This study applied stress–
strain–outcome (SSO) as the foundation of the model, and the proposed model
was further refined using auxiliary theories such as dual-system theory. The
statistical analyses of time-lagged data collected from 505 mobile SNS users
imply that the excessive use of mobile SNSs causes a cognitive–emotional
preoccupation and that cognitive–behavioral control in using SNSs weakens this
relationship to overcome negative outcomes. Negative consequences diminish
the academic performance of SNS users. This study contributed to research on
the dark side of information system use by conceptualizing problematic use and
explaining its drivers and consequences. This research provided important
theoretical and practical implications.

7. Winskel, H., Kim, T.-H., Kardash, L., & Belic, I. (2019). Smartphone use and study
behavior: A Korean and Australian comparison. Heliyon, 5(7), e02158.
https://doi.org/10.1016/j.heliyon.2019.e02158
Smartphone use amongst university students is widespread and a common
practice while studying. However, this usage can lead to academic
performance costs. This study examined the relationship between smartphone
use during study, problematic smartphone use and academic performance in
Korean and Australian university students. 119 Korean and 270 Australian
students aged between 18 and 26 years completed a survey comprised of a
smartphone usage questionnaire, smartphone addiction scale and self-report of
their current GPA score. Average smartphone use and problematic smartphone
use were found to be significantly higher for Korean compared to Australian
students. A positive relationship was found between smartphone use and
problematic smartphone use. For Australian students, a negative relationship
was found between smartphone use and GPA. Results indicate that smartphone
 use and smartphone addiction proneness are currently higher for Korean
students compared to Australian students. Furthermore, the more time a student
spends using their smartphone, the more at risk they are for problematic
smartphone use and possible academic performance costs.
8. Alhassan, A. A., Alqadhib, E. M., Taha, N. W., Alahmari, R. A.,
Mahmoud, S., and Almutairi, A. F. (2018). The relationship between
addiction to smartphone usage and depression among adults: a cross
sectional study. BMC Psychiatry 18:148. doi: 10.1186/s12888-018-1745-4
Addiction to smartphone usage is a common worldwide problem among
adults, which might negatively affect their wellbeing. This study investigated
the prevalence and factors associated with smartphone addiction and
depression among a Middle Eastern population. This cross-sectional study
was conducted in 2017 using a web-based questionnaire distributed via
social media. Responses to the Smartphone Addiction Scale - Short version
(10-items) were rated on a 6-point Likert scale, and their percentage mean
score (PMS) was commuted. Responses to Beck’s Depression Inventory
(20-items) were summated (range 0–60); their mean score (MS) was
commuted and categorized. Higher scores indicated higher levels of
addiction and depression. Factors associated with these outcomes were
identified using descriptive and regression analyses. Statistical significance
was set at P < 0.05. Complete questionnaires were 935/1120 (83.5%), of
which 619 (66.2%) were females and 316 (33.8%) were males. The mean ± 
standard deviation of their age was 31.7 ± 11  years. Majority of participants
obtained university education 766 (81.9%), while 169 (18.1%) had school
education. The PMS of addiction was 50.2 ± 20.3, and MS of depression was
13.6 ± 10.0. A significant positive linear relationship was present between
smart phone addiction and depression (y = 39.2 + 0.8×; P < 0.001).
Significantly higher smartphone addiction scores were associated with
younger age users, (β = − 0.203, adj. P = 0.004). Factors associated with
higher depression scores were school educated users (β = − 2.03, adj. P = 
0.01) compared to the university educated group and users with higher smart
phone addiction scores (β =0.194, adj. P < 0.001). The positive correlation
between smartphone addiction and depression is alarming. Reasonable
usage of smart phones is advised, especially among younger adults and less
educated users who could be at higher risk of depression.
9. Hayat, A. A., Kojuri, J., and Amini, M. (2020). Academic procrastination
of medical students: the role of Internet addiction. J. Adv. Med. Educ.
Prof. 8, 83–89. doi: 10.30476/JAMP.2020.85000.1159
Results showed that 57.1% of the respondents were females, and the
remaining were males. Findings indicated that 8 (3.43%) of the participants
were classified as severe internetaddicted, and 28.85% of them had a high
level of academic procrastination. The results indicated that there was a
positive and significant correlation between Internet addiction and academic
procrastination (r= 0.39, with P< 0.01). Also, there was a positive correlation
between academic procrastination dimensions (writing a term paper, studying
for an exam, keeping up with weekly reading assignments, performing
 administrative tasks, attending meetings and performing academic tasks in
general) and Internet addiction (r= 0.22, r= 0.32, r= 0.21, r= 0.29, r= 0.33,
and r= 0.23, respectively, with P< 0.01). Finally, the results revealed that
male students and those living in the dormitory had a higher level of Internet
addiction and procrastination compared to female ones and those living at
home (P< 0.01). Conclusion: The findings of the current research reveal that
a considerable number of students have levels of Internet addiction and
procrastination; the study highlights that students with high levels of Internet
addiction are more likely to be at an increased risk of negative outcomes
such as insufficiently controlled Internet use.

10. Xavier, C., Andrés, C., Ursula, O., Beatriz, R., & Mariona, P. (2018). Problematic use of
the internet and smartphones in university students: 2006–2017. International
Journal of Environmental Research and Public Health, 15, 475.
https://doi.org/10.3390/ijerph15030475
It has been more than a decade since a concern about the addictive use of
the Internet and mobile phones was first expressed, and its possible
inclusion into the lists of mental disorders has recently become a popular
topic of scientific discussion. Thus, it seems to be a fitting moment to
investigate the prevalence of this issue over time. The aim of the present
study was to analyze the prevalence of the perception of problematic Internet
and smartphone use in young people over the period 2006–2017. To this
end, a questionnaire on Internet use habits and two questionnaires on the
negative consequences of Internet and smartphone use were administered
to a sample of 792 university students. The scores were then compared with
the results of former studies that had used these questionnaires. The
perception of problematic Internet and mobile phone use has increased over
the last decade, social networks are considered responsible for this increase,
and females are perceived to be more affected than males. The current study
shows how strong smartphone and Internet addiction and social media
overlap. Participants from 2017 report higher negative consequences of both
Internet and mobile phone use than those from 2006, but long-term
observations show a decrease in problematic use after a sharp increase in
2013. We conclude that the diagnosis of technological addictions is
influenced by both time and social and culture changes.