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STUDY HABITS AND MOBILE DEVICES

Conference Paper · March 2017

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 EDULEARN16 8th International Conference on Education and New Learning Technologies

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 RELATION BETWEEN STUDY HABITS AND ICT
Juan Zambrano, Juliana Hincapie, Gloria Londono, Karen Presiga, Yesenia
Rincon
Universidad Pontificia Bolivariana (COLOMBIA)

Abstract
The use of audiovisual media and the increasing internet coverage has generated an exponential
increment in the use of technological devices inside and outside the school environment. Nowadays
technological devices such as laptops, tablets and smartphones have led to new forms of interaction
both social as academic and they have generated new dynamics in interpersonal, labor and cultural
relations.
Technological devices have substantially redefined the ways of learning. In fact, the ways to learn
today are not equal to five or ten years ago, probably it will not be the same in others five years and
this. Because the human mind is characterized by his plasticity in relation with the environment, which
demand him different needs, requirements and challenges that motivate to change or acquire new
study habits. The technology provides a framework of possibilities for those changes or acquisitions.
This paper is a result of a documentary research about the relation between students’ study habits
and the Information and Communication Technology (ICT). Researches proposed relationships
between study habits and ICT, debate between those who consider ICT beneficial for the study and
researches that consider ICT distracting for it.
Keywords: Devices, habits, ICT, Study.

1 INTRODUCTION
The 20th century consolidates important concepts for metacognitive processes and processing
information of individuals, such as study habits. However, the scenario in which these concepts were
created was completely different, the scenario in which they can be applied today. The emergence of
technological devices in all areas, not only changed the modes of relationship from the technological
as well the meaning and conceptions about social dynamics (digital networks), entertainment
(broadcasting), work (teleworking), among others.
The use of technological devices (smartphones, tablets and laptops) allowed communication and
access to information swiftly, from anywhere and at any time, this has led to increase the holding of
such devices and therefore the access through them to Internet, making these devices an inherent
right to life of human beings in terms of immediacy and agility, essential characteristics of the
knowledge society [1].
The irruption of these devices, especially the most recent (smartphones and tablets) is reflected in the
numbers of subscribers to Internet and mobile telephony, confirming the penetration of technology in
society, not only in developed countries. Likewise, it becomes indisputable that children and young
people living in a technological environment that transforms the academic environment, educational
opportunities, entertainment and learning through the use and appropriation of ICT. The
reconfiguration of the academic environment involves the transformation of the ways in which they are
taught, but also in their study and learn.
Children and young people who start in classrooms today, and those who will join in the future, have
and will have characteristics of those who Prensky [2] called digital natives, because those children
and young people have been immersed in a technological environment that has reshaped the way
they do their academic activities, the ways in which they interact with teachers, between them and with
the knowledge; quickly accessing a possibility of resources and content that was not possible before.
The fact that students use ICT to their academic activities, is a statement that reads like true and
sometimes taken for granted, but previous research [3] evidenced that effectively students have
devices to their academic activities, and also found that a high percentage (98.4% of the 177 students
surveyed) had their own computer to do their academic activities. A survey by the Educause Center
for Applied Research (ECAR) in 2012, 67% of the population of college students surveyed believed

Proceedings of EDULEARN16 Conference ISBN: 978-84-608-8860-4

4th-6th July 2016, Barcelona, Spain 2544
that technological devices such as those mentioned were important conducting their activities and
academic performance [4].
The use of ICT in the academic environment has been studied from different positions, some studies
([5], [6]) suggest more difficulties than benefits, suggesting that technological devices are more of a
distraction than a tool, other ([7], [8]) propose precisely in the way of considering as a possibility, an
opportunity to enhance learning.
From the theory was evident that technology has changed the way of conceiving human cognitive
processes ([9], [10]). Salomon, Perkins and Globerson [9] in a different technological environment that
exists today, conceived that "los efectos producidos con la tecnología pueden re-definir y mejorar el
rendimiento cuando los estudiantes trabajan en colaboración con las tecnologías inteligentes, esto es,
aquellas que asumen una parte importante del proceso cognitivo que de otra manera correría a cargo
de la persona" (p.19). Mayer [10] proposed by that "humans have two information processing
systems- one for verbal material and one for visual material" that second visual processing system to
Mayer [10] occurred in the younger generation about multimedia technology.
Habits are part of what Illeris [11] calls dimension of content within the inner psychological process,
understood as part of the construction of the structures of understanding and capabilities that allow the
subject face the challenges of life. Moreover, technological devices are part of what Illeris [11] called
external interaction process as the relationship between the subject and its social, cultural or material
environment. Illeris [11] suggests that these two processes have been investigated separately, in a
way, are approached from traditional patterns of behaviorism and cognitivism that focus on internal
psychological processes or otherwise from social learning theories focus on the process of external
interaction, for Illeris [11], "however, it seems evident that both processes must be actively involved if
any learning is to take place" (p. 9), this indicates that it is relevant to investigate the relationship of
both processes and how they are involved.
Study habits as a concept emerged in the early decades of the twentieth century, is highlighted in
those early years Wrenn´s work [12] and Finch [13], which proposed the importance of them in
shaping the ability to study autonomously . Currently investigations ([14], [15], [16]) suggest study
habits as enhancers of academic achievement, just as Ordoñez [16] that "el conjunto de factores
internos y externos que un estudiante tiene y/o adquiere y práctica en la sesión de estudios y obtiene
buenos resultados en la aprobación de sus cursos " (p.2). The recognition of the learning process in
terms of internal and external conditions plays an academic student potential for Credé and Kuncel
[14] Essential role study habits are " study habits typically denotes the degree to which the student
engages in regular acts of studying that are characterized by appropriate studying routines (e.g.,
reviews of material) occurring in an environment that is conducive to studying."(p. 8), which makes
them essential for academic success.

2 METHODOLOGY
The search was conducted from keywords: habit, habits, study, technology, ICT devices, learning,
students, tablet, phone, computer, study, habit, habits, ICT, students, tablet, smartphone, laptop. The
viewing window was from 2007 to 2015, the databases were consulted: Academic Search, EBSCO,
JSTOR Scopus, Eric, Communication & Mass Media Complete, Apa Psyc Net and Google Scholar,
also in the international repository RMIT and repositories institutional thesis for master's and doctoral
dissertations.

3 RESULTS
The revised investigations are classified according geographic location, as follows: Africa [5;
Cameroon (1), Nigeria (3) and Zimbabwe (1); America [10; Argentina (1), Colombia (2), Canada (1),
Costa Rica (1), Mexico (3), USA (2)]; Europe [3; Italy (1), Spain (1) and Estonia (1)] and Oceania [3;
Australia (2) and Republic of Fiji (1)]. Table 1 lists the studies reviewed.

2545
 Table 1: Habits & ICT.

Author Study Source type University Country Year

Study Habits of Postgraduate
Delta State
Igun & Adogbeji Students in Selected Nigerian Article Nigeria 2007
University
Universities
La incidencia de las TICS en el Instituto
Barroso fortalecimiento de hábitos y Article Politécnico Mexico 2007
competencias para el estudio Nacional
Los jóvenes y la red: usos y
Universidad
consumos de los nuevos medios
Barrios Article Jorge Tadeo Colombia 2008
en la sociedad de la información y
Lozano
la comunicación
The impact of ICT on students’
study habits. Case University of
Mbah Article Cameroon 2010
study: University of Buea, Buea
Cameroon
University of
Kay & Unstructured vs. Structured Use of
Article Ontario Institute Canada 2011
Lauricella Laptops in Higher Education
of Technology
The effects of Cell phone use on
the study habits of University of University of
Kahari Article Zimbabwe 2013
Zimbabwe First Year Faculty of Zimbabwe
Arts students
Influencia de redes sociales en
Universidad de
Hernández hábitos de estudio de universitarios Article Costa Rica 2013
Costa Rica
de primer año
Habits and technology fit: a study RMIT
Sánchez Dissertation Australia 2014
of technology acceptance University
Usos y hábitos de estudio, manejo Universidad
RIDUMACT de TICS y redes sociales en Book Autónoma de Mexico 2014
universitarios latinoamericanos San Luis Potosí
Universidad
Regil Cultura Digital Universitaria Dissertation Autónoma de Spain 2014
Barcelona
Information and Communication
Technology (ICT) Usage and
University of
Ntui & Usang Undergraduate Students Study Article Nigeria 2014
Calabar
Habits in Universities in Cross
River State, Nigeria
Hábitos de estudio y manejo de
Martínez, Universidad
TIC’S en universitarios de tres
Laguna & Article Autónoma de Mexico 2014
regiones de México: UASLP-
Alcántara San Luis Potosí
COARA, IPN Sto. Tomas Y UAEH
Kuznekoff & The Impact of Mobile Phone Usage
Article Ohio University USA 2014
Titsworth on Student Learning
Attitudes towards Information
Krishna & Fiji National Republic of
Communication Technology (ICT) Article 2014
Sachan University Fiji
among CAFF students in Fiji
‘No, Facebook Isn’t Distracting Me,
Mälardalen
I Can Study at Night ’ICT Habits
Persson Article University Estonia 2014
and Boundary Management Among
Sweden
Estonian Secondary Pupils
Student use of mobile devices in
Roberts & Rees Article Bond University Australia 2014
university lectures

2546
 Poscia,
Frisicale, Università
Study habits and technology use
Parente, Milia , Article Cattolica del Italy 2015
in Italian university students
Waure, & Sacro Cuore
Pietro
Estudiar en Internet 2.0. Prácticas Universidad de
Linne de jóvenes universitarios de la Article Buenos Argentina 2015
Ciudad de Buenos Aires Aires
The Impact Of Information And
Eta, Atarere & Communication Technology (ICT) Delta State
Article Nigeria 2015
Rotua On Learning Habits Of Business University
Education Students
Ángel, Las TIC en las prácticas de Universidad
Vallejo & estudio: en la búsqueda de Article Pontificia Colombia 2015
Zambrano estrategias Bolivariana

The relationship between cell

Lepp, Barkley & phone use and academic Kent State
Article USA 2015
Karpinski, performance in a sample of US University
college students

ICT inquiries regarding habits are presented in Table 1. Of these highlight the work of Mbah [17], Ntui
and Usang [18] and Persson [19]. Mbah [17] investigates through a survey students about their
perception of the impact of ICT in their habits study, the results show that 81% of students surveyed
believe that ICT has a positive impact on their study habits, additionally they think are essential in
managing time which is also a factor to consider regarding study habits.
Ntui and Usang [18] proposed a questionnaire that confronted three hypotheses raised regarding ICT
and study habits, the first intended to demonstrate that computers did not have a significant influence
on the study habits, the second that the Internet did not a significant influence on the study habits and
finally that mobile phones had no significant influence on the study habits. Ntui and Usang [18] found
through the questionnaire that the three null hypotheses were false and that actually could show a
significant relationship between ICT and study habits.
Persson [19] examined how students created strategies for the construction and destruction of barriers
between academic and leisure, in relation to technological devices both at school and at home,
Persson [19] concludes that leisure activities students perform with technology could become an
alternative way of learning for students in the XXI century.
Two postures became evident in the document review. A first position, which consider technological
devices and Internet access, central to the study ([20], [17], [21], [22], [23]); so that would be a factor
in study habits. This influence on two key aspects: first, the search for information in virtual libraries
and databases and second, communication through social networks by students [22].
The first aspect mentioned, the search for information through ICT requires certain actions related to
academic rigor, including the selection, organization, recognition of the source and validity of
information ([24], [22], [3]), in this sense, it is essential to recognize the contrasts emerge between the
use of wikis (sources of similar characteristics), institutional repositories, databases and scientific
journals, when search information for academic purposes.
And the second aspect, ICT provide the realization of collaborative work and communication among
subjects participating in the educational act. Barrios [24] mentions that students prioritize applications
that allow synchronous and asynchronous communication with their peers, in this sense, social
networks, email, Google, Google Scholar, Youtube ([17], [22], [25], [3], [22]) constitute the axis for the
development of academic assignments and deepening themes.
Prolonged use of smartphones could influence study habits, since redefine access to information and,
in this way, study habits since these devices provide a multimodal approach to learning. These
aspects as facilitators for the optimization of time and space and the implementation of various
activities that enable better academic performance, in this sense, Mbah [17] states that “students feel
that appropriate use of ICTs would have a positive impact on their study habits, and can help them
improve on their academic performance” (p. 109).

2547
Roberts & Rees [26] used a survey and a focus group in order to identify which types of mobile
devices used by the students, what do they used them for and the duration of each activity. Roberts
and Rees [26] found that taking notes is the most common activity that mobile devices are evolving
rapidly and students adapt to these changes easily, and conclude that it is necessary to investigate
the effective use of them in the academic area.
This allows to demonstrate that students through Web 2.0 tools develop multi - tasking activities and
acquire new habits permeated by technological devices that are part of its technological environment.
The appropriation of various technological applications reconfigures the role of the student to become
a producer and consumer, in this regard, Linne [22] states that "el uso de Internet para el estudio se
ha vuelto una herramienta útil y necesaria para la comunicación y el prosumo de los jóvenes
1
universitarios" (p. 211).
The opposite position, believes that there are more distractions raised by ICT, determined by access
to multiple devices, applications and activities simultaneously, using social networks and review of
notifications ([22], [3]) generating a dispersion in the concentration requires completion of academic
activities; the use of applications like Skype, Whatsapp, Facebook, Twitter, struggles between being a
means of communication with their peers, taking advantage of the flexibility and ubiquity offered by
technology, or a source of entertainment that interferes with their school work. In relation to these
negative effects, anxiety, depression, low self-esteem, social concern arising from the continued
attention to text messages, chats, social networks as distracting when studying, modifying habits
reducing them study so evident significant [27]. Likewise, the amount of information, as this can be
confusing or wrong when making a search. [28].
Lepp, Barkley & Karpinski [6] see phones more as a distraction than a tool that enhances learning,
however they said their possession and use is a feature of current students and should continue to be
studied with the aim of find those academic uses that positively influence the study.
It is evident that technology and inclusion in education have great impact on the development of study
habits of students, but the use of technology not evidence significant progress in the latter, a
discussion is opened if teachers themselves they have managed to incorporate new teaching
strategies through the use of information technology to innovate the student behaviors and habits
which can permeate their own learning process [28].
Existing habits may or may not be in favor of technology; the above means that the relationship
between habit-technology is defined in how the individual uses the technology and how it supports
their habits; in this way, technology as a possible factor is determined by the intention to conduct
taking into account aspects such as age, experience and gender. Exposure to the technology involves
a reaction to it and form an intention, this intention, determines the behavior of the individual, being
exposed to technology should be an acceptance of it what is largely a ratio of fit between habit-person
/ person-environment-technology [29].

4 CONCLUSIONS
It is evident that ICTs are inherent in everyday life, enabling communication and access to information
more quickly and efficiently, considering that time management is a crucial factor when studying, for
this reason devices technology have reshaped both study habits and ways of learning, transforming
the academic environment. While there are positive and negative aspects from their use, there are
more advantages than disadvantages, as students consider ICT generate a beneficial impact that
helps them change their study habits and thus improve their academic success. The use of
technological devices has changed the way students learn using different leisure activities, as an
alternative form of learning. Likewise, ICT play a fundamental role in study habits generating benefits
in the learning process, such as collaborative work and communication between subjects.

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