Saudi Arabian University Students’ Perceptions of Engagement and Self-directed Learning When Using Smartphones

Abstract

The use of mobile technology, particularly smartphones, in higher education continues to grow. The purpose of this research was to investigate Saudi students' perceptions of engagement and self-directed learning (SDL) when using smartphones for learning. The research sample included students from one of the Saudi Arabia universities, Z. A quantitative approach was employed in the investigation. A descriptive design was used to describe the categories of information such as gender, age, and degree program of students when using smartphones in a university setting. Data were collected through self-administered surveys. An online survey was distributed to 2000 graduate and undergraduate students in University Z, located in Saudi Arabia. The data analysis was based on 333 completed survey responses. Collected data were analyzed using descriptive statistics, correlation coefficients, Analysis of Variance (ANOVA), and multiple regression analysis. To test the hypotheses formulated, ANOVA and independent samples t-tests were conducted. Descriptive statistics analysis was conducted, including frequency distribution tables, to present the survey findings. Age, gender, and level of education were the main factors studied to compare various questions concerning SDL and student engagement. The study findings suggest a significant correlation between students’ engagement and their SDL when using smartphones for learning. Moreover, the results show that students often used smartphones to publish or post information, retrieve information, complete course work, store and share documents, and communicate with their colleagues and teachers. Students’ usage of smartphones and their perceptions of engagement and SDL when using smartphones for learning differed by students’ age and degree program.