RELATED LITERATURE

Students who experience a cell phone intrusion, as in this example, might be

unable to identify the disrupted lecture content, and thus their learning could
be impaired. The purpose of this study was to determine if a ringing cell
phone impacts learning in the classroom. Researchers have used a variety of
methodologies to establish that noise impairs participants performance on
cognitive tasks . In typical laboratory experiments, researchers expose
college students to a noise (e.g., tone, speech) while they are completing a
reading comprehension task or attempting to memorize a stimulus, such as a
list of ordered words (Hughes & Jones, 2001). In field studies, experimenters
examined the negative impact of environmental noise (e.g., trains, airports)
on childrens academic performance in school . The control afforded by
experimental design has enabled researchers to identify how various
characteristics of the sound or task can impair performance, albeit in a
sterile environment. The ecological validity of the field studies highlights the
real-world consequences of noise with regard to education, specifically grade
impairment. Unfortunately, attempts to abate environmental noises (e.g.,
trains) have not sufficiently eliminated students impaired performance,
indicating that researchers should examine irrelevant noises that could be
more feasibly eliminated , specifically, noise generated from inside the
classroom, a source that researchers typically neglect . Despite evidence
that people consider the use and ringing of cell phones in the classroom
inappropriate and problematic , with both faculty and students reporting
support for efforts to regulate cell phone use , ringing cell phones continue to
invade college classrooms . The purpose of this study was to determine if the
effects of noise on academic performance generalize to that of the cell
phone ring in a real-world setting. Specifically, we hypothesized that a cell
phone ring originating from inside a classroom would impair participants
performance on a recognition task and that a cell phone ring would decrease
the probability that participants record critical lecture material in their note.
In this study, we examined the impact of mobile phone usage, during class
lecture, on student learning. Participants in three different study groups
(control, low-distraction, and high-distraction) watched a video lecture, took
notes on that lecture, and took two learning assessments after watching the
lecture. Students who were not using their mobile phones wrote down 62%
more information in their notes, took more detailed notes, were able to recall
more detailed information from the lecture, and scored a full letter grade and
a half higher on a multiple choice test than those students who were actively
using their mobile phones. Theoretical and pedagogical implications are
discussed.

RELATED LITERATURE

The mobile phone was originally made for adults for business use [4]. This is
extremely similar to the fixed telephone in the early 20th century, where telephone
engineers explained that the telephone was made for the business world and not for
social conversation [5]. The growth of mobile phone technology is demonstrated by
the fact that in 2002 the number of mobile phone users worldwide, surpassed those
of fixed-phone users [2]. It has been predicted that by the end of 2005, the number
of mobile phone subscribers worldwide will reach 2 billion (Deloitte Research, 2005)
and in Australia will reach 19.2 million [6]. According to Rich Ling [7], the mobile
phone has fundamentally affected our society, accessibility, safety, and security,
co-ordination of social and business activities. It has become the part of culture of
every region in the world. The craze of mobile phone started after 1980s, but it has
now touched the level of esteem. First, it was just for a status symbol but now it has
become a dire need of the day and is in the reach of everyone. One of the added
advantages of mobile phones is that it has made internet more accessible and
affordable than ever before, thus giving people a voice on the internet. Lots of
Nigerians now access the internet through their mobile Phones or mobile Phones
enabled device. Tracking and privacy: cell phones are also often used to gather
location data. As long as the phone is switched on, the geographical location of a
mobile phone can be determined easily, with the help of a technique known as
multilateration to calculate the differences in time for a signal to move from the cell
phone to each of several cell towers near the owner of the phone [13]. The
movements of a mobile phone user can be tracked by their service provider and, if
desired, by law enforcement agencies and their government. Both the SIM card and
the handset can be tracked [14] The aim of this research is to assess the impact of
mobile phones in learning as they enhance students learning in different ways.
Mobile phones easily promote collaborative and different types of learning through
their wireless connection to the internet. Their adoption in learning processes by the
higher institution management as student learning and communication device tools
is useful. In the classroom mobile phones motivate students to be more engaged to
the lesson promoting learner-centered participation. This indicates the dynamic
support that the mobile phone has brought to students learning practice. According
to Barker, Krull, and Mallinson [16], the impacts of mobile phone technologies on
learning are portability, collaboration and motivation enhancing students, parents
and teachers education system. The mobile phone portability enables student
learning to be ubiquitous in obtaining or retrieving course information through their
mobile phones as they are carried from class to class or wherever. Their portability
can improve a wide variety of learning settings, namely a field trip, the classroom,
or outside the campus [16]. Collaboration Social networks such as Facebook and
Twitter accessed on students mobile phones allow students to form groups to
distribute and add together their knowledge, and share information with ease, and
this could result in a more successful collaborative learning. The use of mobile
phones results in increasing parents involvement in education, and thus their
childrens learning and capabilities [16]. Motivation where mobile phones are
incorporated in a large classroom, students appear to be more engaged in learning
processes. Mobile phones in education increase students will to learn. They take
the initiative in using the device as a learning tool. Teachers report that the use of
mobile phones in learning increases group participation in activities done during
learning in class.