Usage of Mobile Phone Applications and Its Impact on Teaching and Learning
Bibliographic record
Abstract
This study continues studies on the concept of leisure as culture dependent – between tradition and modernity, while focusing on the usage of mobile phone applications and its impact on teaching and learning within a unique population. The study examined the association between having NetSpark on one’s Smartphone and utilization of spare time among students who had or did not have the program installed. The assumption is that when the program is installed students will be more inclined to engage in non-internet related activities, such as spending time with friends, and when the program is not installed they will be more inclined to stay at home and be on the internet and will display less active life of other types. The research population included 120 9th-12th grade female students at a religious high school, aged 14-18. Half were students had had the NetSpark program installed on their phones, and half had not. The study used three questionnaires: a sociodemographic questionnaire, a questionnaire on Smartphone usage patterns, and a questionnaire on utilization of leisure time.The research findings show no association between use of Smartphone applications and of the internet among students in whose phones the program had been installed versus those in whose phones it had not been installed. Secondly, no association was found between utilization of leisure time among students in whose phones the program was installed versus those in whose phones it had not been installed. Furthermore, no difference was found between the total time for which respondents had been using cellular phones of by religiosity, and no difference was found in the joint effect of religiosity + program on the variable daily duration of internet use. Moreover, no difference was found in use of cellular applications between respondents who had / did not have the NetSpark program installed, however use of cellular applications was found to be higher among respondents who ranked themselves less religious than among respondents who ranked themselves as highly religious. Finally, no difference was found in the utilization of leisure time (various activities) among respondents with different levels of religiosity.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".