IJIRST International Journal for Innovative Research in Science & Technology| Volume 2 | Issue 09 | February 2016

ISSN (online): 2349-6010

Students' Positions Regarding Academic use of

Smart Devices
Dan Bouhnik
Department of Computer Engineering
Jerusalem College of Technology, Israel

Alona Yom-Tov
Department of Information Science
Bar Ilan University, Israel

Abstract
In the era of the information age students grow in a digital environment. Information technologies are entwined in their daily life,
never separating. Smart devices such as smartphones, tablets, e-readers and palm computers are devices used by students
worldwide for academic purposes. These smart devices have proven their efficiency as instructional tools in the world wide
academic environment by enriching and intensifying the learning experience and significantly improving students' achievements
around the world. The present study has two objectives: the first objective is to explore the way students cope when encountering
difficulty whilst using a smart device for academic purposes, and to explore their attitudes towards academic use of these
devices. The second objective of this research is to identify the connections between the factors that affect the scope of academic
use of smart devices. The study was conducted in Israel using the quantitative method; data was collected via survey
questionnaires and statistical analyses. The population of subjects included 146 bachelor and master students from two academic
institutions. The results indicate that the student's way of coping was characterized more in a way of problem solving, rather than
emotionally. Also it was found that the students' attitudes towards academic use of smart devices are gender related, with the
female students possessing slightly more positive attitudes than the males. The first research hypothesis claimed that those who
tend to cope with the problems less emotionally and turned toward problem solving would have more favourable attitudes
towards the smart devices and would make more use of them for academic purposes. This hypothesis was not confirmed, rather
the findings show just the opposite those students who handled the problems on a more emotional level tended to show more
positive attitudes than those who coped by problem solving. The second research hypothesis stated that the more positive the
positions of the students, the greater their preference towards a specific device and the greater the academic use of the device.
This hypothesis was confirmed.
Keywords: Attitudes; Way of coping; Smart device preference; Scope of academic use
_______________________________________________________________________________________________________

I. INTRODUCTION
The iPad was first launched in April 2010. A year later, Apple reported the sales of over 28 million devices since the launching
day. According to Diemer and his colleagues (Diemer, Fernandez & Streep, 2012), since the launching of the iPad, many
universities and colleges have launched iPad initiatives in an effort to enhance student learning. Woodcock and colleagues
(Woodcock, Middleton &Nortcliffe, 2012) examined whether students autonomously harness smartphone technology to support
their learning and, if so, the nature of this use. They found that students who own smartphones are largely unaware of its
potential to support learning and, in general, do not install smartphone applications for this purpose. The students, however, are
very interested to be introduced to the academic possibilities which may improve and forward their education. The students
noted that, thanks to the internet connection and the speedy access, they use email and check learning material on their smart
devices. Furthermore, they would like to have access to more academic content, library catalogues, and university related data,
time tables and lecture contents.Ariel and colleagues (Ariel, Avidar, Chen, Levi & Elishar- Malcah, 2012) reported on the
importance of the smartphone in the lives of the students. With regard to academia, the interviewees pointed to a number of
aspects which illuminate the service the mobile device provides by improving and easing their academic conduct.

II. LITERATURE SURVEY

Morris and Higgins (Morris & Higgins, 2011) reported that the University of Maryland College Park is in the fourth year of a
program to investigate the uses, advantages, pitfalls, costs and impacts of mobile devices in the pedagogical and social activities
of a major University. The goals of the Mobility Initiative were to: enhance the classroom learning experience, promote
interaction between faculty and students, provide students with a tool to help them manage their time and navigate the campus
(physical and administrative environments), enhance the personal safety of their students; create an impression about the
universitys world class status through innovation and technology.
As reported in their research, the contentof existing web pages was reformatted, many educational applications were
developed, and wireless access points available to students have tremendously increased usage. They also reported that the
students widely used the smart devices for academic use both in and out of the class. Overall feedback in all aspects of the

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initiative has been favorable. However, many added, as long as full keyboards do not exist, they prefer to use laptops for writing
papers.
Corbeil & Corbeil (2011) explained that podcasting is an excellent way to engage students and tosupplement instructional
materials used in face-to-face and online courses and in mobile assisted language learning programs. During the semester, the
students were enrolled in an upper-level, fully online class in which a weekly podcast was produced. The podcasts were
developed to engage students in critical reflection and to provide examples and authentic applications of the weekly topics and
underlying concepts addressed in class. Overall, students reported that the podcasts positively impacted their academic
performance and motivation. Likewise, students overwhelmingly agreed that the weekly podcasts helped them to better
understand the subject matter and provided them with examples of applications in real-world contexts.
Ernest and colleagues (Ernest, Walker & Cohen, 2011) distributed to the students and the teaching staff iPads which were
integrated in the educational system. At the end of the semester they examined the students' attitudes with regard to the
integration of the device. The students saidthat the use of the iPads somewhat enhanced their academic experience. A small
percentage of the students were concerned that the iPad might distract them from their studies and a few reported some difficulty
with the technology. Most of the students felt that a laptop is more efficient for academic tasks.
A study in the United States explored whether learning 'here and now' improved the students' attitudes regarding the use of
smart devices for studying and their achievements. (Martin & Ertzberger, 2013) The first group of students used a smart device
and the second group used computers. Following a practical experience in a course which integrated the devices, the students'
attitudes and achievements were explored. The findings indicated that the achievements of those who used computers were
higher; however, the attitudes of those who used the smart devices were more positive with regard to the use of these devices. In
the researcher's opinion, apparently there are more distractions when studying on the iPad than on the computer. Also, the
researchers claim, as opposed to on a computer, one cannot trackthe pages which were used on the iPad, nor canthe time spent on
each page be tracked. Another explanation which was raisedin their study is related to the learning experience. The researchers
reported that the learning experience of those that used the smart device was higherthan the group that used the computer. It can
be concluded that the smart device creates an enjoyable learning experience and has a positive effect on the attitudes towards
learning with a smart device.
In contrast, according to Kinash and colleagues (Kinash, Brand & Mathew, 2012) although the students' attitudes were
positive towards learning with tablets and using educational apps, they found that the learning experience with a tablet was not
better than with a computer. However, most of the students said that the tablet increased their motivation to learn more than the
computer.
The study of Al-Shehhi and colleagues from Dubai (Al-Shehhi, Mohammad & Rajan, 2013) explored if students are willing to
adopt smart devices as a learning tool. Their results indicated that the students were willing to adopt such technologies in order to
make the learning experience more efficient and interesting.
Aharony's study explores whether librarians are familiar with technological innovations and are ready to accept them
(Aharony, 2013).The findings indicated that librarians who were experienced with mobile technologies appreciated the benefits
of library mobile services and understood the power of m-services to improve the library's function and expose the library also to
those who do not physically visit the library, but prefer virtual mobile services. A study in China (Chen, 2013) examined the
attitudes of students towards studying English language using tablets and their attitudes towards adopting new technologies.
Chen reported that the provision of smart devices alone did not lead to effective and efficient outcome in language learning.
According to Chen, students should be properly instructed both technologically and methodically. He said that some of the
students lack the experience and the knowledge in order to solve problems which arise when adopting new technologies. The
findings also showed that students have a generally favorable attitude towards the usability, effectiveness, and satisfaction of
tablet computers for Mobile-assisted language learning.
Monterey University in Mexico conducted a pilot project in which E-readers were distributed to the students (MartinezEstarda & Conway, 2012). According to the researchers by 2015 e-books will be integrated into the classrooms and will replace
the printed books significantly. Their study seeks to find whether the integration of the e-reader and e-books actually increases
the students' motivation to study. A Majority of the students that participated in the pilot reported that they read more academic
content on the e-reader and they downloaded further reading material that wasn't on the lecturers list. Regarding the learning
experience, most of them reported a positive experience, few reported no change in their experience and a minority said the
experience was not a good one. The students were asked if they recommend using an e-reader for studies. Almost all of the
students answered that they would recommend other students to study with e-reader.
In England a comprehensive survey was conducted across the universities. The survey examined students' expectations
regarding the integration of smart devices and e-books (Nus, 2012). A majority of the students reported that they are interested in
the integration of e-books. Many students reported that smart devices help them study better and many said that they used their
smart devices mostly for learning purposes. Almost all of the students said that they used a smart device at least once for
academic purposes. The researcher suggest that higher education institutes should seriously consider providing access to
information including on-line books, lectures and exercise sheets in a variety of formats.

III. RESEARCH QUESTIONS

1) What is student's way of coping when facing difficulties while using smart devices for academic purposes?

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2) What are the students' attitudes towards using smart devices for academic purposes?

IV. RESEARCH HYPOTHESES

1)

2)

The more the coping is characterized by problem solving and less by emotion
The more positive the attitudes.
The preference for a particular smart device and its' use will be greater.
A correlation will be found between the attitudes and the existence of a preference of a particular smart device and its use:
As the positions are more positive, thus the preference for a specific device will rise as well as its' use.

V. METHODOLOGY
Data Collection:
The research was conducted in Israel during the two semesters of the 2012 academic year. The population of subjects included
146 Bachelor and Master Students from two academics institutions: BarIlan University situated in Ramat Gan and the
SamiShamoon College of engineering situated in Ashdod city, Israel. 78 of the participants were male and 68 women. The ages
of the participants varied. Validation of the questionnaires was conducted on a sample population of 33 M.A. students in the
Department of Information Science Bar Ilan University in the first semester of 2012. These students received iPads at the
beginning of the semester and were requested to connect to the App store and ITunes U (an application through which thousands
of university from all over the world present academic content) and to download applications at will with a preference to
academic applications
Data Analysis:
Of the respondents 78 (%53.4) were male and 68 (46.6%) were female. Most (n=61, 41.8%) were 2025 years old, 49 (33.6%)
were 26-30 and 36 (24.7%) were 31+ years old. As for their enrollment by educational level, 100 (68.5%) were undergraduates,
46 (31.5%) were MA students.
Measures:
The participants were requested to complete five questionnaires:
- Personal details questionnaire
- Way of coping with difficulties questionnaire
- Attitudes towards academic use of smart device questionnaire
- Smart device preference for academic use questionnaire
- The scope of use of smart device for academic use questionnaire
The way of coping questionnaire consisted of 7 statements rated on a 5-point Likert scale (1=strongest disagreement; 5=
strongest agreement). A principal components factor analysis using Varimax rotation with Kaiser Normalization was conducted
and the analysis revealed two factors which explained 57% of the variance: emotional and problems solving coping, with five
items for emotional way of coping (items 3, 1, 4, 2, 5) Cronbachs Alpha coefficient was .87, indicating good internal
reliabilityand two items for problems solving (items 6, 7). Significant positive correlation was found between the two factors:
r=.41, p<.001.
The attitudes towards academic use of smart device questionnaire, based on Aharony et al. (2014), was modified for this study
and consisted of 20 statements rated on a 5-point Likert scale (1=strongest disagreement; 5= strongest agreement). A principal
components factor analysis using Varimax rotation with Kaiser Normalization was conducted and explained 56% of the
variance. Principle components factor analysis revealed two distinct factors. The first related to positive attitudes (items 17, 16,
7, 3, 15, 1, 18, 9, 20, 6, 13, 19, 11, 14); the second related to negative attitudes (items 10, 5, 12, 4, 8, 2); Cronbachs Alpha
coefficients were .94 and .81, respectively, indicating good internal reliability.
The smart device preference questionnaire explored the preference of smart device for academic use and consisted of five
statements. Respondents' scores were aggregated into one measure based on the mean of the item scores. Higher scores indicated
higher activity use.
The scope of academic use of smart device questionnaire explored the frequency of the use of the smart devices for academic
activities and consisted of five statements rated on a 7-point Likert scale (1= never, 7=several times a day). Respondents' scores
were aggregated into one measure based on the mean of the item scores. Higher scores indicated higher activity frequency use.
The value of Cronbachs alpha, a measure of internal consistency, was high .89, indicating good internal reliability thus the
higher the score the greater the use.

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VI. FINDINGS
The students' way of coping was examined by two factors: emotional way of coping and problem solving coping. Researchers
used SPSS software to analyze data. A MANOVA was performed In order to investigate differences between respondents who
cope emotionally or by problems solving. Significant differences were revealed between the two groups: F (1,117) =33.95,
p<.001, Eta2=.23. The findings reveal that the students cope more by problems solving M=3.57, SD=.66 rather than emotionally
M = 2.95, SD=.82. Examining the relationship between gender and level of education, variance analysis was conducted 2X2X2
with repeated measures (gender X level of education X way of coping). The test did not reveal any significant difference
regarding gender: F (1,117) =.1.01, p>.05. Nor significant differences regarding the level of education: F (1,117) =.30, P>.05.
Nor significant differences regarding the age groups F (2,115) =.57, p>.05. However, significant interaction was revealed
regarding age X way of coping F (1,117) = 4.62, p<.05, Eta2 = .04. Meaning, both groups (20-25 and 26-30) cope in a way of
problem solving more than emotionally. However, differences of way of coping (emotionally and problem solving) in the older
group (31+) were: F (1, 67) = 55.9, p<.001, Eta2 = .45, while the difference in the younger group (20-25 and 26-30) were: F
(1,150) = 8.71. p<.01, Eta2 = .15. Meaning, the effect (Eta2) in the older age group (31+) is greater than in the younger groups.
Attitudes towards smart device academic use were examined by two factors: positive and negative attitudes. In order to
investigate if the students' attitudes are more positive than negative and if differences exist between gender and age groups,
variance analysis was conducted 2X2X2 with repeated measures (gender X age X positive and negative attitudes) The test did
not reveal any significant differences regarding the positive and the negative attitudes F(1,120) = .04, p<.05. However, a nearly
too significant interaction was revealed between gender and attitudes F (1,120) = 3.54, p=0.6, Eta 2 = .03. Meaning, male's
attitudes are slightly more negative towards the academic use of smart devices, while female's attitudes are more positive.
Simple effect analyses comparison between the attitudes was performed for male and female separately reveals no significant
differences among the male F (1, 66) = 2.39, p>0.5 nor among the female F (1, 56) = 1.14, p>0.5. Therefore, the significant
interaction is a result of a reverse scoring, where the men expressed negative attitudes more than the women. As mentioned, the
variance analysis also considered the age groups. No differences were found, not even in age X attitudes. In another variance
analysis the differences between the B.A. and M.A. students were examined. In this analysis a significant difference was found
between the two groups related to negative attitudes f (1,120) = 4.63, p, .05, Eta2= .04. In other words, B.A. students expressed
more negativity towards the use of smart devices for academic purposes M = 3.18, SD = .92 in comparison to the M.A. students
M = 2.74, SD = .94

VII. CORRELATION BETWEEN RESEARCH VARIABLES

In order to examine the relationship between research variables: way of coping, attitudes, smart device preference and scope of
academic use of smart device researchers performed Pearson correlations which are presented in table 1.
*p<.05 **p<.01 ***p<.001
Table - 1
Pearson correlations between way of coping, attitudes, smart device preference and scope of academic use of smart device
(n=146)
Way of coping
Emotionally
Problem solving

Positive
attitudes
.38***
.13

Negative
attitudes
.26**
.18*

Smart device preference

.03
.00

Scope of
academic use
.12*
.04

Significant correlations were found between emotional coping and the attitudes variables, smart device preference and scope
of academic use. Meaning, the more emotional the way of coping of the respondents the more positive the attitudes, a preference
to a smart device is greater and the scope of use is greater.
In order to examine the relationship between research variables: negative and positive attitudes, smart device preference and
scope of academic use of smart device Pearson correlations were conducted and are presented in table 2.
*p<.05 **p<.01 ***p<.001
Table - 2
Pearson correlations between negative and positive attitudes, smart device preference and scope of academic use of smart device
(n=146).
Negative attitudes
Smart device preference
Scope of academic use

Positive
attitudes
-.10
.20*
.24**

Negative
attitudes
.03
.18*

Smart device preference

.27***

Positive correlations were found between positive attitudes and preferences and scope of academic use. Meaning, respondents
with more positive attitudes prefer smart devices for academic use and the scope of the academic use is greater. Furthermore, a
significant positive correlation was found between smart device preference and the scope of academic use, meaning respondents
who prefer smart devices make more use out of it for academic purposes.

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VIII. DISCUSSION
The present research explored whether the scope of the academic use of smart devices is affected by the way of coping with
difficulties and attitudes towards smart device use. The second objective of this research is to identify the relations between the
factors that affect the scope of academic use of smart devices.
The first research question relates to the way students cope when they encounter a problem while using a smart device for
academic purposes. As the findings indicate, most of the students attempted to problem solve rather than cope emotionally.
These findings are similar to other studies. According to Hahn & Morales (2011) most of the students tried to problem solve
rather than deal emotionally. However, they did not expect the students to take things personally when an application failed to
live up to their expectations. In their opinion, students less experienced with smart devices react more emotionally when
something does not work and they take this failure personally, thus becoming more frustrated. In their opinion, emotional
responses and personal characteristics affect use or lack of use of smart devices. The findings also concur with Hong, Hawng,
Tai & Chen's study (2014) according to whom, the students who succeeded implementing application activities on smartphones,
such as downloading and assimilation software, and overcame the technical limitations of the application expressed less fear of
learning the English language via an application.
The findings of the study also match Rahmati & Zhong's research (2013) which examined high school students' behavior and
smartphone experience for four months. According to them, when frustrating situations arose in the use of an application, the
students asked for help. But, although the problems were solved the students did not continue to make much use of the
application. The researchers think that users' subjective opinion of the device and the service is affected by initial impressions
and preexisting prejudices.
Contrary to our results and the above mentioned studies, Gikas and Grant (2013) found that students more often reacted
emotionally when encountering technological limitations of academic applications, rather than attempting to solve the problems.
Picek and Grcic (2013) state that the emotional aspect must be considered in order to avoid the frustration that may accompany
learning by mobile.
The second research question related to the students' attitudes regarding the use of smart devices for academic purposes.
Differences in attitudes relating to gender, age and academic degree were examined, as well. It is evident from the results that the
positive and negative attitudes are quite balanced. However, with regard to gender, the male attitudes were somewhat more
negative than the women's'. These results are consistent with Khaddage & Knezek's findings (2013) who examined attitudes
towards mobile learning - and those of Viberg & Gronlund (2013) who examined students attitudes with regard to learning a
foreign language via a smart device - all of whom found women's' attitudes to be more positive than those of men. On the other
hand, studies exist which did not find any differences between the attitudes of men and women. Dunder & Akcayir (2014)
examined high school students' attitudes regarding the use of tablets in the educational environment. For a period of six months
the students studied and prepared homework assignments on tablets. The study showed that the students' attitudes were positive
and they enjoyed using the tablet for these purposes. Furthermore, the students wanted greater access to course contents via
educational videos, animation and digital books. They also wanted free surfing and more academic sources so as to make more
use of the tablet at home. With regard to gender, no significant differences were found between the boys' and the girls' attitudes
towards use of the tablets.
One possible explanation for the differences between the above mentioned studies' findings some finding differences
between the genders while others did not may lay in the fact that the in the previous studies reflected only the positive opinions
of the two genders, whereas our this study examined both the positive and the negative opinions, resulting in the differences
between the genders.
Another possible explanation may be that men are more critical and allow themselves to criticize more, so they emphasized
the negative sides more than the positive. This is hinted in Aharony's findings (2014) which show that men evaluated the expense
of learning from a mobile higher than women.
With regard to the differences between the age groups research literature regards the youth of today as "digital children".
Part ofthe youths' uniqueness is their expertise with smart devices and various technologies. Aharony (2014) reports that young
students are more open to mobile digital learning than older students. In her opinion the young students with technological
experience are more open to the challenge of new technologies, such as mobile learning. However, this study did not find any
differences between the age groups regarding attitudes towards using smart devices for educational purposes. We did not find
more positive attitudes among the young nor more negative attitudes in the older group. This is consistent with Viberg &
Gronlunds' study (2013) which found only a weak connection between age and attitudes regarding language study via mobiles. A
possible reason may be found in one of the findings of this study relating to user limitations. The younger group rated the 'lack of
mobile network' index more severely than the other groups, possibly because of the high cost involved in surfing on a mobile
device.

IX. EXAMINATION OF THE CONNECTIONS BETWEEN THE RESEARCH VARIABLES

The second goal of this study relates to the relationships between the researches variables. The target variable of the current
study is the scope of the academic use of the smart device. The study examined the variables, the relationships between one
another and the relationships between them and the target variable.

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The first research hypothesis claimed that the more the coping is characterized by problem solving, the more positive the
attitudes, the higher the preference for a specific smart device and the greater the academic use. This assumption was not
supported. The findings show that the connection between coping by problem solving and attitudes is weak. In other words, the
more the student is characterized by the problem solving method, the more negative the attitudes. On the other hand, significant
correlation can be found between emotional coping and positive/negative attitudes and significant correlation between emotional
coping and extent of academic use. Meaning, students who tend to cope emotionally will express more positive opinions and
make more use of the device.
The findings do not draw a clear picture, but we see that emotional coping plays an important part in the formalization of an
opinion regarding use of the smart devices. One may ask why emotional coping is more common. One reason may be students'
lack of patience. Another reason may be related to the independent learning strategy necessary for technology based learning,
which may not be suitable for all students. Bouhnik & Carmi (2013) found that students with introverted thinking styles react
positively to studying from afar and express satisfaction with the instruction process because they prefer to learn alone, while
students of global and extroverted thinking styles do not gain anything by this type of learning. Another possible explanation
may be tied to self-abilities. According to Katz (2013) when people doubt their capabilities they extend less effort and give up
more easily.
This study and others mentioned here do not provide a clear enough picture regarding what effects students' attitudes. Further,
research is necessary.
The second research hypothesis states that a connection will be found between attitudes and smart device preference and
academic use extent. This hypothesis was fully verified. Positive correlations were found between attitudes and device
preference and extent of use. These findings are supported by Hashim and his colleagues (Hashim, Tam & Rashid, 2014) who
did not find any differences between the genders with regard to their positions. According to them gender plays no role in the
decision to adopt new technologies and both male and female are motivated equally to adopt new technologies. Chen and his
colleagues (Chen, Lee, Crookes & Song, 2012) also claim that the practical benefitswhich are related to the smart devices greatly
affected the students' attitudes towards mobile learning. Furthermore, at the end of the study the students rated their preference to
access academic content via mobile device very highly. Heasun and colleagues (Heasun, Hyunjoo & Daejoong, 2012) found that
students' attitudes regarding intentions to adopt mobile technologies is highly affected by social pressures and self esteem
This study and others mentioned here show that those who hold positive opinions regarding smart device use will make more
academic use of these.
According the research that presented in this study (Aharony, 2013; Chen, 2013), it may also be assumed that these students
have the confidence that their technological capabilities will allow them to utilize the devices in such a way which will contribute
to the studies, thus the positive positions regarding the devices.

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