the status of using smartphones in ibd

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ACKNOWLEDMENT

Foremost, we would like to express our special thanks of gratitude to our instructor, Ms Thanh Binh, who gave us the opportunity to do this project and provided invaluable guidance, comments, and suggestions throughout the project This project would not have completed without her enormous help and worthy experience

Secondly, we would like to say thank you to all IBD undergraduates for helping us complete the survey for this research Thanks to everyone, we have perspectives on every angle from the use of smartphones in life

Best regards,

Group 2

PART I: INTRODUCTION

I Background and Context

There is no doubt that technology has made a dramatic evolution compared to how it was in the 19" century Sarwar and Soomro (2013) said that smartphone was firstly introduced by Simon from IBM in 1993 The smartphone revolution era had begun since the blackberry smartphone was presented in the mass media market It was set up with more features than

the first one such as camera, web explorer, electronic mail, and the network Therefore,

smartphone, basically, is a cellular telephone, which is equipped with an integrated computer and other advanced features such as web browsing, camera, operating system and install applications (Provazza, 2019) It has completely changed our lives to a new level Given all the advancements have been seen in recent history, it seems that people are enjoying the luxury of having smartphones the most It may indeed be tme to claim that smartphones are increasingly becoming the focus of citizens, which are known as an indispensable part of our daily lives The number of people who use smartphones in the world today is up to 3.8 billion This means the percentage of people who use smartphones occupied up to 48.41% of the global population, which is higher than the proportion of those using smartphones in last year about 14,83% (Tumer, 2021) Smartphone is a high technological device, which helps people a lot with keeping contact with their family, their friends or meeting lots of people over the world especially helping students relax after lessons or helping them with their study at school Nevertheless, a lot of students in universities are still being effected by smartphone, which can be seen among students in IBD

It Purposes

First of all, the reason why we did this research was to look for the status of using smartphones of IBD students Then, we wanted to point out how the pros and cons of

smartphones affected on students After highlighted the remarkable effects that smartphone had on students, our research provided some advice to help students learn more effectively and avoid negative impacts of smartphones

Ill Research questions:

- What is the reality of using smartphone in IBD?

- What are the impacts that smartphone has on students?

- What are the measures to advoid the negative effects of the smartphone?

IV Research methodology:

1 Primary research

We did an online survey of 15 questions about the status of using smartphones in IBD We asked around 100 students in IBD to join in this survey to share their experience and their personal feelings on this issue We had Google Form created this survey The collected data was sent to Google Sheet to analyze and summarize Finally, we put it in the data tables

2 Secondary research

There were about 10 to 15 sources used They included articles related to smartphone usage and academic research of scholars from many different universities or organizations These were great contributors to our research We listed all of the sources at the end of this report

PART Il: MAJOR FINDINGS

I The current situation of using smartphones among IBD students

a Purposes of using smartphones

Figure 1: Purposes of using smartphones The bar chart (Figure 1) shows information regarding the purposes for which IBD students use their smartphones the purposes of using smartphones of IBD students In general, the use

of smartphones is dominated by entertainment

According to the given figure, 86% of IBD students spent most of their time on entertaining purposes when using smartphones, which was significantly higher than the percentage of those who used the smartphone for working (63,4%) In second place, the proportion of respondents who spent time surfing the Internet accounted for 83.9%, which was only higher than the 82,8% of those who chose to study by 1,1%

Unlike that, Chukwuere (2017) had posted a data table about smartphone usage The highest percentage was Internet use with 60.9%, lower than IBD student comments The most striking feature is that the number of people who use smartphones to entertain has an upward trend compared with the data of our survey Besides, taking photos, contacting also accounted for a considerable proportion In detail, the rate of contact made up 71%, which is lower than taking photos 3,2% Conversely, a small number of IBD students spent time on other purposes such as scheduling and shopping with 2.2%

To sum up, students’ main purpose for using smartphones is entertaining, while there are few students using smartphones for other purposes such as scheduling and shopping

b Smartphone’s features

Figure 2: Smartphone 8 features that students use most

A glance at the bar chart (Figure 2) provided reveals the data of features that IBD students use most on smartphones Overall, there is an obvious proportion of the percentages between the specific features of the smartphone

As is shown in the chart, contacting and taking photos are the two most dominant features with an equal share of 78.5% In stark contrast, the percentage of voice recording was 3 times lower with 26.9% It can be seen clearly that the tendency to use recording voice functions for learning or others was very low On the other side, the proportion of students using smartphones for taking notes was also relatively high with 53,8% Followed by video recordings where the percentage of students who used it hit 43% It is noticeable that the proportion of students using other functions such as films accounted for 1.1%

Similarly, according to Zhang (2015), Pew Research Center’s survey in 2011 which showed that the feature that people used the most is taking photos The researchers said that the number of users used their smartphones to take photos accounted for 92% It can be confirmed that photography taken by smartphone is more popular than other functions

In conclusion, most students used smartphones for contacting and taking photos

c The amount of time that students spend on smartphones per day

Figure 3: The amount of time that students spend on smartphones per day

The pie chart (Figure 3) indicates the amount of time IBD students spend on smartphones each day In general, the time spent using smartphones every day is quite large

According to the given figure, nearly half of all student’s comments spent 4 to 6 hours a day using smartphones with 41.9%, It is noticeable that the percentage of students spending 1 to 3

hours a day accounted for the smallest with 8.6%, which was 4.9 times lower In second

place, the percentage of students spending more than 9 hours a day was not small at 25.8% Following that, 23.7% of students spent 7 to 9 hours a day using features on smartphones

On the other side, Lu (2017) reported that the majority of the percentages (29%) spent 3-5 hours a day using phones, which is smaller than our highest rate Remarkably, the percentage

of comments about spending more than 7 hours ranked second (26%), as the percentage of comments for spending more than 9 hours It is clear that people are spending most of their time using smartphones

By then, the time students spent using their phones is considerable A quarter of times a day was all for their purposes over the phone

Figure 4: The feeling of students spending a day without their smartphones

As the pie chart (Figure 4) figures out the information about the feeling of IBD’s students without smartphones for one day Overall, there is a relative ratio between the two opposite feelings

It can be seen clearly that the number of student’s comments about feeling nervous accounted for the highest percentage with 47.3% Likewise, nearly 53% of smartphone users in Britain feeling anxious when they could not use their devices in a day as they concerned about missing calls or messages (Chevel, 2013) Conversely, the number of students feeling annoyed or energetic was also significant In detail, 5.4% of students commented that they felt annoyed, the smallest of comments about feeling energetic with 4.3% Finally, the proportion of students who felt normal reached 43% of the total

To summarize, while the number of students feeling annoyed about not using their smartphones in a day was overwhelming, there were only few students who felt energetic without their smartphones a day

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Figure 5: The amount of time that students use smartphone for learning per day The pie chart (Figure 5) gives information about the time students use their smartphones for learning purposes per day It is clear from the chart that the percentage of students using 1-3

hours was the highest about 78,5% However, the number of students using more than 9 hours was the lowest almost 1,1% Now, turning to the details, students using 1- 3 hours were

significantly more than students using 9 hours about 77,4% Moreover, students using 7 - 9 hours were not as many as students using from 4 - 6 hours nearly 17%

According to a research of Matei (2019), people generally spent an average of 3 hours per day working and learning The research was almost the same as my research with more than 78% of people using smartphones for 1- 3 hours However, from Matei, only 2% of people used smartphones for 4 - 6 hours It was different from my research with less than 16% Overall, using the smartphone l- 3 hours was the highest, and using smartphone for more

than 3 hours was less

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Figure 6: The time that students use smartphone for non-academic purposes per day The pie chart (Figure 6) delineates the data about the time of students to use their smartphones per day for non-academic reasons

It is clear from the data, the rate of students using 1-3 hours was the highest with 51,6% In contrast, students using more than 9 hours were lower nearly 3,5% It can be seen that the

students using 1-3 hours were considerably more than the students using 9 hours about 48%

It can be seen that students who used smartphones from 4-6 hours were much more than students using from 7-9 hours approximately 19,4%,

According to research by Molla (2020), more than 60% of people spent 1-2 hours using their smartphones for non-academic The data of Molla was equal to my research In contrast, the percentages of people using the smartphone 7-9 hours from my research were more than percent of Molla’s research about 10%

To summarize, it is clear that the percentages of students using smartphones for non-

academic reasons was the most Meanwhile, students using it more than 9 hours were less

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d The frequency of students who feel bothered without smartphone in class

Figure 7: The frequency of students who feel bothered without smartphone in class The supplied pie chart (Figure 7) provides the number of students who have troubles when they use smartphones during class

It is clear from the chart that the percentage of students who sometimes feel bothered was the

highest about 47,3% By contrast, students never feel bothered were the lowest about 14%, Now, turning to the details, students who sometimes feel bothered were more than students

who always feel bothered nearly 40% Additionally, students who never feel bothered were not as many as students rarely feel bothered about 17% According to the research of Dolan (2018), about 47% of people sometimes feel depression and anxiety when they could not use smartphone The data of Dolan was as many as my research However, in Dolan’s research (2018), no one voted that they rarely feel bothered

In conclusion, nearly half of students sometimes felt depressed and bothered by the absence

of their phones in class

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II The impacts of smartphone

under 1,1% In details, students voted to access the Internet at over 87%, which was

fractionally higher than the data of capturing moments by taking photos (86%) for only 1% Besides, compared to keeping in touch with family and providing high privacy, keeping in touch with family was twice as many as providing high privacy Nevertheless, 72% of Americans reported that they felt as if they were being watched when they were online Meanwhile, nearly half of respondents (47%) believed that at least most of their activities on the Internet are being monitored by the government In addition, 69% of participants believed that firms were watching at least some of their activities when they were offline through smartphones And 56% thought the government was watching at least some of their activities: who they were talking to or where they were, for example (Pew Research Center, 2019) Get

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back to the details, 61,3% of taking notes during class was not much as releasing stress nearly 16% Meanwhile, the number of students chose improving your study with the useful application as a smartphone’s benefit made up 64,5%, which is slightly equal to getting the information quickly (73,1%)

According to the research of Paul (2020), the first important benefit of smartphones was communication It was almost similar to my research with nearly 85% On the contrary, from Paul’s research, there were a huge number of benefits of smartphones that were not the same

as my research, for instance: online finance, small and convenient, emergencies,

Generally, the advantage of smartphones that most students voted for was accessing the Internet while capturing moments was the least

Figure 9: The disadvantage of smartphone The bar chart (Figure 9) illustrates the drawbacks of smartphones chosen by IBD Students Overall, most students believe that smartphones are the factor which caused their health

issues

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It is evident from the chart that most surveyed students responded that smartphones harm

their health with exactly 72% In contrast, only 1,1% of students answered that smartphone

could make them rely on it too much, which was significantly lower than the highest place Secondly, the proportion of students who could be addicted to their smartphones made up 69,9% Nevertheless, in comparison with Abbott’s survey (2020), this figure was still exactly

5,5% lower According to his survey, 75,4% of Americans who use smartphone admitted that they were addicted to smartphone In particular, 56,4% of users considered themselves

somewhat addicted to smartphone, which is about 3 times higher than the number of people who consider themselves very addicted to this device (19%) In addition, there were 36,6% of students who believed that smartphones were the reason for increasing the nsks of cyberbullying Besides, the number of surveyed students who could get distracted by their smartphones occupied 64,5%, which was approximately 1,4 times greater than the total of students who said that smartphone was the reason which led to student's cheating

Generally, a large number of students who selected causing health’s issues as a disadvantage

of smartphones while only a few people believed overdependence on smartphones was a disadvantage

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Figure 10: Level of depending on the information found on the Internet

The pie chart demonstrates the level of IBD students’ dependence on the information found

on the Internet As it is clearly shown by the chart, more than half of the surveyed participants tend to believe 60%-80% of the information that they found on the Internet

Firstly, 58,1% of students doing the survey reported that they often rely on the information

found on the Internet about 60%-80% Meanwhile, none of the students banked on the

information that was found on the Internet under 20% Besides, the percentage of IBD students who believed in 20%-40% of the network information only occupied 3,2%, which was 18 times lower than the highest place Furthermore, the proportion of IBD students who depended on the searched information on the Internet at the level of 80%-100% and 40%- 60% were 17,2% and 21,5% respectively Unlike that, Shellenbarger (2016) showed that there were about 82% of students who were studying at secondary schools who could not

differentiate between real and fake information on the Internet, which could be understood

that they completely believed in what they read on a website

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In general, information, which was searched through the Internet, is found to a high degree of trust by students

Figure 11: Level of completing homework when using smartphone

The pie chart (Figure 11) indicates the status of homework completion of IBD students when they use smartphones to study It can be seen that only more than a quarter of students completed 80%-100% of their homework while using smartphones to study, mostly at the

level of 60%-80%

Firstly, 48,4% of the respondents answered that they completed 60%-80% of their homework when using smartphones, which was exactly 22 times higher than the percentage of those who could not complete their homework above 20% while using smartphones (2,2%) Taking the second-highest place was the proportion of students who had done most of their homework (80%-100%) with the help of their smartphone, which represented 25,8% of the total respondents The percentage of students who completed their homework at the rate of

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40%-60% occupied 17,2%, which was about 2,6 times higher than the proportion of students

who only finished 20%-40% of their homework (6,5%)

According to Anderson and Perrin (2018), the number of teens said that they were not able to complete their homework as they did not have reliable access to a smartphone This was even more common among black teenagers 25% of them answered that they at least sometimes could not complete their homework because they did not have digital devices such as smartphone to access, including 13% of those who said that this happened to them often And the number of white teens and Hispanic teens saying this often took place accounted for 4% and 6% respectively

In conclusion, the majority of students completed 60% to 80% of their homework while using smartphone, yet there were few students could not finish their homework above 20%

Figure 12: The effect of smartphones on academic results

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The pie chart (Figure 12) gives information about the change in IBD students’ learning outcomes since they started using smartphones Overall, most of the surveyed students responded that their academic outcomes were all at a normal rate

There were more than half of the respondents (52,7%) said that their study results had changed normally since they started using smartphones for studying and it was 7 times higher than those whose learning results have changed negatively, which only occupied 7,5% Besides, the percentage of students using smartphones whose academic outcomes had changed positively accounted for 39,8%, which was lower than the highest place 12,9%, On the contrary, a research of Kibona and Mgaya in 2015 showed that the percentage of students’

at RUCU (Ruaha Catholic University) who were able to deal with smartphone usage and got high average GPA (from 4.4 to 5.0) accounted for only 4% Meanwhile, the proportion of students whose average GPA was between 2.0 and 2.5 occupied 48%, almost half of the total respondents, which was 12 times higher than those who got good marks Both two researchers agreed that there was a negative relation between the use of smartphone and students’ academic results Finally, there were none of surveyed students chose others

To sum up, smartphone had a huge positive impact on students’ academic outcomes when only 7.5% of the total selected is negative

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