Example for Similarities: How are Your Articles Similar for Each Section Below? a. Methodology

Dall’Ora et al. (2015) and Stimpfel et al. (2012) both used qualitative methods with large sample sizes; 31,627 (Dall’Ora et al., 2015) and 22,275 (Stimpfel et al., 2012)

b. Findings Both studies (Dall’Ora et al., 2015; Stimpfel et al., 2012) found a strong association between longer shifts and job dissatisfaction and the negative effects on patient satisfaction.

c. Recommendations Both studies (Dall’Ora et al., 2015; Stimpfel et al., 2012) suggest policy makers to use the findings to reconsider their current approach of increasing hours due to nurse shortage

Your turn!

1. Compare: How are your articles similar for each section below?

a. Methodology Chen, L., Nath, R., & Insley, R. (2014) and Gano, L. R. (2011) both used mixed

methodology with Chen, L., Nath, R., & Insley, R. (2014) having unspecified samples

size; and Gano, L. R. (2011) sampling 21 tertiary students of University of the East.

b. Findings

Both studies (Chen, L., Nath, R., & Insley, R. 2014; Hua Pang 2018) found out that digital technology has negative effect to the users. Chen, L., Nath, R., & Insley, R. (2014) found out that digital technology distract the students and therefore it has effect on their academic achievement. Similarly Hua Pang (2018) found out that use of WeChat negatively related to loneliness and relationship.

c. Recommendations

Both studies (Chen, L., Nath, R., & Insley, R. 2014; Gano, L. R. 2011) recommend effectively integrating technology in classroom and practicing classroom management as the starting point of avoiding distracting the students with Information technology devices incorporated in class.s

2. Contrast: How are your articles different for each section below?

d. Methodology

Gano, L. R. (2011) study used mixed method that is a combination of both qualitative and quantitative research designs. In the study, qualitative research is used in the discussion of the steps the researcher took while fitting technology in to the pedagogy. On the other hand, Quantitative data represented the students’ achievements in terms of score in the midterm examination after the self-study video was implemented. In contrast Hua Pang (2018) used qualitative methodology only.

e. Findings

Gano, L. R. (2011) found that the fitment of self-study video, which is the information technology tool, does not affect the academic achievement of the students. This is because the performance of the students in the traditional method performed the same as those that were under SSV. In contrast Chen, L., Nath, R., & Insley, R. (2014) found out many students engage in multitasking when digital devices are fitted in class and therefore they are distracted from the main lesson which consequently affect their academic achievements.

f. Recommendations

Gano, L. R. (2011) recommends the use of SSV (IT tool) in traditional teaching set up as it had no effect on the achievements of the students. In contrary Gano, L. R. (2011) recommend that there ought to be a multi-faceted approach in order to reduce digital distraction to students therefore making information technology a valuable education tool.

EFFECTS OF DIGITAL TECHNOLOGY ON STUDENTS 1

Effects of Digital Technology on Students

Samba Vineeth Kumar

Department of Computer Science, Monroe College, King Graduate School

22FL-KG604-155HY – Graduate Research & Critical Analysis

Prof. Manya Bouteneff

Nov. 06, 2022

EFFECTS OF DIGITAL TECHNOLOGY ON STUDENTS 2

Literature Review

Research suggests that digital technology has an effect on users, especially students (Gano, L. R.

2011; Hua Pang 2018, as cited in Chen, L., Nath, R., & Insley, R. 2014). Due to the negative

effect of digital technology on students affecting their achievements, it is essential to manage the

classroom environment. The literature review includes research articles and literature that

contain information on the effect of digital technology on users, especially students. Factors such

as In-class digital distraction, WeChat intensity, and fitting technology into the pedagogy were

reviewed. The databases that were utilized in the research included EBSCO and ProQuest from

Monroe College Library. Search terms were utilized to obtain relevant literature, such as digital

technology, social media effects on students, students' distraction, and class management, among

others.

Review of Literature

In class, Digital Distraction

Chen, L., Nath, R., & Insley, R. (2014) performed a study in various universities in Africa,

China, and the United States in 2012 and 2013 by using mixed methodology with the aim of

showing an in-class digital distraction and identifying factors that influence students' in-class

digital distraction from a cross-cultural perspective (Chen, et., al, 2014). The researchers found

that the digital distraction of students is addiction level.

The same observation was shown by a study conducted by Gano, L. R. (2011) at university of

east in 2011 with the aim of comparing the academic achievement and efforts of the students.

The researcher applied mixed methodology, and data was collected in teaching college Algebra

to twenty-one students of the university of east (Gano, 2011). Researchers found that there are

possible effects on students' academic achievement.

EFFECTS OF DIGITAL TECHNOLOGY ON STUDENTS 3

WeChat Intensity

As opposed to previous studies, Hua Pang (2018) conducted the research with the aim of

exploring the intensity use of WeChat. The data was collected in 2018 from 212 Chinese

international students in Germany. The data was collected using a qualitative methodology (Hua

Pang, 2018). The findings of this research are that the Use of WeChat is positively related to life

satisfaction and negatively related to loneliness and relationship among WeChat users.

Analysis of Literature

The negative effect of digital technology includes addiction to students, the distraction of

students from the main lesson, and affecting their academic achievements. Therefore, Chen, L.,

Nath, R., & Insley, R. 2014; Gano, L. R. 2011 recommend effectively integrating technology in

the classroom and practicing classroom management as the starting point for avoiding distracting

the students with Information technology devices incorporated in the class. Those observations

indicate and target those actions that ought to be taken in the future to prevent the digital

distraction of students in class. Chen, L., Nath, R., & Insley, R. 2014 recommend that there ought

to be a multi-faceted approach in order to reduce digital distraction to students, therefore, making

information technology a valuable education tool.

EFFECTS OF DIGITAL TECHNOLOGY ON STUDENTS 4

References

Chen, L., Nath, R., & Insley, R. (2014). Determinants of digital distraction: A cross-cultural

investigation of users in Africa, China, and the US. Journal of International Technology

and Information Management, 23(3), 8.

Pang, H. (2018). Understanding the effects of WeChat on perceived social capital and

psychological well-being among Chinese international college students in

Germany. Aslib Journal of Information Management.

Gano, L. (2010, October). Fitting technology to the mathematics pedagogy: Its effect on students'

academic achievement. In E-Learn: World Conference on E-Learning in Corporate,

Government, Healthcare, and Higher Education (pp. 987-993). Association for the

Advancement of Computing in Education (AACE).

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