Students’ Experiences With Smart Devices in Online Learning During the COVID-19 Pandemic

Abstract

The integration of smart devices in the classroom, and particularly regarding its impact on student engagement, has become a significant topic of debate in the education sector. This study aimed to explore students’ perceptions and experiences of how the integration of smart devices affected their engagement with teachers and peers during the COVID-19 pandemic. The research addressed concerns and controversies surrounding the use of smart devices in classrooms and investigated their potential positive and negative effects on student engagement. The theoretical framework of activity theory and the conceptual framework of the bioecological student engagement model guided this study. The research adopted a qualitative approach and involved eight randomly-selected student participants. The study employed a blended approach, combining both inductive and deductive methods, and utilized data triangulation through interviews and focus groups. The researcher employed thematic analysis to identify common themes in the data, allowing for a qualitative understanding of the students’ perceptions. The analysis revealed four major themes: short-term benefits, challenges experienced by students, student–teacher relationships, and student–peer interactions. The findings highlighted the importance of smart devices in promoting continuity of learning, leveraging technology for educational purposes, improving communication between students and teachers, and fostering emotional intelligence and conflict management among peers. However, the study also identified challenges, such as interruptions to learning, poor mental health, and the absence of face-to-face interactions.