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EDULEARN16 Proceedings
8th International Conference on Education and New Learning Technologies
July 4th-6th, 2016 — Barcelona, Spain
Edited by
L. Gómez Chova, A. López Martínez, I. Candel Torres
IATED Academy
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
Depósito Legal: V-1421-2016
Aaron Doering UNITED STATES Hanna Kinnari-Korpela FINLAND Maria Porcel SPAIN
Agustín López SPAIN Helena Duch UNITED STATES Mario De Tullio ITALY
Aharon Yadin ISRAEL Hilda Colón Plumey PUERTO RICO Mark Wilkinson SINGAPORE
Aline Grunewald Nichele BRAZIL Ignacio Ballester SPAIN Martin Maltais CANADA
Ana Paula Lopes PORTUGAL ilknur Celik CYPRUS Michela Baraldi UNITED STATES
Anders Nordby NORWAY Ivana Ogrizek Biskupic CROATIA Naoshi Kanazawa JAPAN
Ann Conway IRELAND Janet Herrelko UNITED STATES Nicole Jamison CANADA
Antonio García SPAIN Jannie Roed UNITED KINGDOM Norbert Englisch GERMANY
Berhannudin Mohd Salleh MALAYSIA Javier Domenech SPAIN Olga Teruel SPAIN
Chelo González SPAIN Javier Martí SPAIN Panagiotis Fotaris UNITED KINGDOM
Christian Weber HUNGARY Joanna Lees FRANCE Patsy Robles-Goodwin UNITED STATES
Christina Biron UNITED STATES Joanna Loveday UNITED KINGDOM Peter Gorder UNITED STATES
Constanza Herrera-Seda CHILE Jose Luis Bernat SPAIN Priscilla Shak MALAYSIA
Cristina Lozano SPAIN Josephine Munthali UNITED KINGDOM Regiane Yamaguchi BRAZIL
Davi De Conti BRAZIL Judith Szerdahelyi UNITED STATES Roma Kriaučiūnienė LITHUANIA
David Cline UNITED STATES Kalaimagal Ramakrishnan MALAYSIA Sergio Pérez SPAIN
David Dalton UNITED ARAB EMIRATES Kanokorn Photinon SINGAPORE Susan Mulroney UNITED STATES
David Martí SPAIN Karen Henderson UNITED KINGDOM Svein Thore Hagen NORWAY
Despina Varnava Marouchou CYPRUS Karin Lewis UNITED STATES Tetyana Antimirova CANADA
Dimitrios Kotsifakos GREECE Kateřina Vitásková CZECH REPUBLIC Tolga Akbulut TURKEY
Drewe Phillips UNITED KINGDOM Kayoko Fukuchi JAPAN Tomas Kala CZECH REPUBLIC
Eladio Duque SPAIN Koos van der Kolk NETHERLANDS Tracey Speake UNITED KINGDOM
Franck Luthon FRANCE Lorena López SPAIN Victor Fester NEW ZEALAND
Fritz Vandover UNITED STATES Luís Descalço PORTUGAL Virginie Leclercq FRANCE
Gemma van Vuuren Cassar UNITED KINGDOM Luis Gómez Chova SPAIN Wendy Abigail AUSTRALIA
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
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.
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Table 1: Habits & ICT.
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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
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).
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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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