Use of Digital Devices in University

Running Head: Use of Digital Devices in University
Use of Digital Devices in University
Name of the Student
Name of the University
Author Note

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Use of Digital Devices in University
Table of Contents
Chapter 3. Application...............................................................................................................2
3.1. Understanding preferential factors – Students’ perspectives..........................................2
3.1.1. Digitised learning preference.......................................................................................3
3.1.2. Non – Digitised learning preference............................................................................4
3.2. Thesis Statement.............................................................................................................4
3.3. Discussion of results and implications............................................................................5
3.3.1. Implications on Short term memory............................................................................5
3.4. Open - Book assessment as a contributing factor...........................................................6
3.5. Recommendation.............................................................................................................7
3.5.1. Non mandatory use of digital devices..........................................................................7
3.5.2. Physical and mental health intervention......................................................................8
3.5.3. Use of network monitoring and amending classroom policies....................................9
References................................................................................................................................11

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Use of Digital Devices in University
Chapter 3. Application.
Around the world the use of digital device in classroom has become a common trend.
There are various options regarding the effects as well as the benefits about the use of the
mobile phones mobile phones in the university premises. The usage of the most of the digital
device in the university education is largely dependent on the learning styles and preferences
of the individuals. Recently, in many universities ICT (Information and Communication
Technology) based classroom teachings have been recommended by the educational
innovations, but it is not a mandatory incorporation (Kaware & Sain, 2015). However, in the
present days the use of the digital devices like laptops, smartphones, iPads and ebook readers
for instances like Kindle are used for the purpose of testing the outcome of these applications
on the students in order to know how much the students are getting benefitted from the use of
digital systems of learning in the classroom (Jacobsen & Forste, 2011).
3.1. Understanding preferential factors – Students’ perspectives.
The students have been given freedom to use the devices in the classroom so that they
can take help from the devices to study on their own (Jacobsen & Forste, 2011; Kuznekoff,
Munz & Titsworth, 2015). It is important to know the responses of the students for the
purpose of using digital devices in the class so that the matter can be understood from their
own perspectives also. Therefore, for this purpose a survey has been conducted taking few
students from a university and those students have been divided into two groups. One group
consists of the students who regularly use digital devices in the classroom, whereas the other
group is consist of those students who prefer text books as the primary material for learning.

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Use of Digital Devices in University
3.1.1. Digitised learning preference.
The first group which consists of those students who primarily use digital
technologies for studying is named as the digitised learning group. They use smartphones,
laptops, tablets, iPhones and Kindles for making their regular interaction with the study
materials The students are provided with Cloud based distribution systems like Google drive
and Google classroom and with the help of these systems they are provided the study
materials (Buzzard et al., 2011). The study materials are read on the devices and on the same
they take comments and highlight the specific areas on those same devices. The students of
this group enjoy certain benefits by using the digital devices in the classroom but these
benefits are limited to learning, memorising and accessing the relevant areas of the
documents easily with the help of numerous functions like keyboard search base, fast
transition to a particular page number (Buzzard et al., 2011). However, the use of digital
devices in the classroom has one drawback and this drawback has been reported by the
students. They complained that they are unable to take notes efficiently. The students have
complained that most of them have to switch over notebooks and pens for taking notes and
that they use later when needed. Few of the students prefer taking the direct textual notes
while others write down the important points and later they use symbols for connecting those
points (Weaver & Nilson, 2005). This way of taking notes is time consuming for most of the
students as they are using digital devices so they mostly have to rely on the task of typing
along with taking explicit textual notes. Another issue has been posted by the students that it
is difficult for them to retain them for a longer period of time. On the other hand, in the short
term retention they do not face much difficulties. Again, in terms of content accuracy, they
are not being provided with the ample details at the time of the tests as they focus most of
their times on too many sources of the content.