Emotion regulation, e-learning readiness, technology usage status, in-class smartphone cyberloafing, and smartphone addiction in the time of COVID-19 pandemic

Creative Commons License

Gökçearslan Ş., Durak H., Eşiyok E.

JOURNAL OF COMPUTER ASSISTED LEARNING, cilt.39, sa.5, ss.1450-1464, 2023 (SSCI)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 39 Sayı: 5
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1111/jcal.12785
  • Dergi Adı: JOURNAL OF COMPUTER ASSISTED LEARNING
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI)
  • Sayfa Sayıları: ss.1450-1464
  • Gazi Üniversitesi Adresli: Evet

Özet

Practitioner Notes

What is already known about this topic:

● During the COVID-19 pandemic smartphones are used frequently for e-learning.

● Students could be distracted by technological tools such as smartphone, tablet PC etc. during online classes, which might disrupt learning.

● Students who are problematic smartphone users and cyberloafer turn to their smartphones

to deal with the problem of emotional dysregulation.

● Cyberloafing behaviors of students may affect their personal and academic development, which will affect their academic success accordingly.

What this paper adds:

● Emotion regulation was related to smartphone addiction

● E-learning readiness levels explain in class smartphone cyberloafing.

Implications for practice and/or policy:

● Learning experiences that will improve emotion-regulation skills might be designed.

● Decreasing in-class cyberloafing (and smartphone addiction in general) might help students to focus on their learning activities and learning goals.

● Student-centered learning methods to be used during e-learning, therefore the necessity of active participation in the lesson, student interaction, open cameras, and the use of smartphones to support the lesson during e-learning can change cyberloafing behavior.