Abstract

The present study explores the impact of smartphone use on course comprehension and psychological well-being in middle school students. Students in 6^th, 7^th, and 8^th grade (N = 25) participated in a repeated measure design with two conditions – (1) no access to smartphones; (2) access to smartphones during the school day. Students filled out a survey about their course comprehension and psychological state (operationally defined as anxiety and mindfulness) twice during each condition. In addition, teachers were briefly interviewed on the experience students had with access to their smartphone. Results indicated significantly lower levels of mindfulness when students had access to their smartphones than without access. In addition, teachers revealed that students were detached, aloof, and exhibited bullying behaviors when they were able to use their smartphones in the class. These findings can aide educators and policymakers in making informed decisions about the highly controversial government bans on cell phone use in class.

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