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the influence of mobile phone games on  middle school students

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the influence of mobile phone games on  middle school students

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Producer:  RuoYao Zhang          P number: p286416

Introduce:
I am the producer of this project, Yao. I am a girl who loves life and tourism. At the same time, I also pay close attention to my family, not only my parents, but also my brothers and sisters

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My chosen topic is:
the influence of mobile phone games on  middle school students.

My research questions are：

1.What is the impact of Mobile Games on middle school students'grades

2.How can reduce the time of middle school students playing mobile games

Research background:

My cousin is a junior high school student. He likes playing mobile games (E-sports games) very much. However, because he spends too long playing mobile games, his academic performance decreases, and his parents are very anxious. Therefore, he often preaches to my cousin, which leads to tension between them and quarrels in the family. In the process of getting along with my cousin, I found that many junior high school students, senior high school students and even college students play mobile games for a long time, resulting in a decline in performance. I am very curious about this and hope to study how mobile phones affect students' performance.

Research objective:
My research is mainly to clarify what kind of performance decline will be caused by playing mobile games, and what ways can be used to reduce students' time to play mobile games

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Part 2 - Project Sources and Organisation

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Part 2 - Project Sources and Organisation

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In this part of the work, I will show the three sources I am looking for, and make clear the clear connection between the sources I am looking for and the themes and issues I have chosen. I will provide the name of the source, author, links and information about the strengths and weaknesses of my project.

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reference resources：
Felisoni, D.D ; Godoi, A.S. (2018),Cell phone usage and academic performance: An experiment[online]. Computers & Education. Available at:  https://doi.org/10.1016/j.compedu.2017.10.006
[Accessed 26 July 2021]

Summary:
The source of this article determines the relationship between the duration of using mobile phones and students' performance, and makes it clear that the longer the duration of using mobile phones, the more severe the decline of students' performance.

This article analyzes and collects the data of 43 students from funda í o get é Lio Vargas (FGV). It is found that the number of smart phones used by students will drop by 6.3 every 100 minutes. The use time of this data includes free time and weekends. Therefore, if the free time and weekends are removed and only the use in class time is fully considered, the students' performance will drop by twice as much as now, About 12.6 points.

And this paper ensures that the data of each research object is true and accurate by directly measuring the mobile phone data rather than the data in other reports.

Usefulness/limitations:
The subjects in this source were college students, not high school students, who had more time to use their phones and play Mobile Games.

How is this source related to the investigation?
This article clearly tells us that playing mobile games will lead to a decline in students' scores, and the decline is very large. Playing mobile games has seriously affected students' performance. Therefore, it is very necessary to reasonably control students' playing with mobile phones.

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Highlights

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Evidence that excessive cellphone usage might be harming student's performance.

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Cellphone usage was directly measured, instead of relying on self-reported data.

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A high correlation between cellphone usage and academic performance is found.

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Usage during class time has a higher impact.

Abstract

This paper makes use of an experiment to test the relationship between the actual average time students spend using their smartphones per day and academic performance. Differently from previous studies that rely on self-reporting mobile phone usage data, which tends to significantly underestimate the time spent by students at their phones, we employed Apps (namely 'Moment' and 'App Usage Tracker') to effectively measure actual usage. Collecting data from 43 students at Fundação Getúlio Vargas (FGV), a business school from São Paulo, Brazil, our analysis yielded a significant negative relationship between total time spent using smartphones and academic performance, after controlling for known predictors of performance such as self-efficacy and past academic results. Each 100 min spent using the device on average per day corresponded to a reduction in a student's position at the school's ranking of 6.3 points, in a range from 0 to nearly 100. Moreover, if we consider usage during class time only (as opposed to during free time and weekends), the effect was almost twice as high. The magnitude of the effect found is alarming. Thus, this study brings new evidence of the potential harm of excessive smartphone use and should be useful for educators and other academic stakeholders interested in the subject of the impact of technology on students' performance.

View full text

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Cell phone usage and academic performance: An experiment

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Evidence that excessive cellphone usage might be harming student's performance. * Cellphone usage was directly measured, instead of relying on self-reported data. * A high correlation between cellphone usage and academic performance is found. * Usage during class time has a higher impact.

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reference resources：
Douglas K. Duncan.(2012),   Digital Devices, Distraction, and Student Performance: Does In-Class Cell Phone Use Reduce Learning? [online] American: The American Astronomical Society. Available at: https://sites.psu.edu/siowreflections/files/2015/09/Duncan_2012_texting-distractions.pdf
[Accessed 26 July 2021]

Focus of the text:
This article compares students who use mobile phones to take classroom notes with students who use traditional methods to take classroom notes. The results show that students who use mobile phones to take classroom notes will reduce their scores by 0.36 to 0.08 (four point system) compared with students who use traditional methods to take classroom notes

This article mainly describes the impact of students' use of mobile phones on their grades. Although they are taking notes and do not play games, their grades will still decline. Many students do not have a correct understanding of their frequency of using mobile phones, although 75% of students realize that they often use smart phones in class, However, the survey results still shocked them because they still seriously underestimated their frequency of using mobile phones during class hours.

Usefulness/limitations:
This source only shows that students lose grades because of playing mobile phones, but not whether they decline only because of playing mobile phone games.

How it fits my topic:
Although this article has no direct connection with E-sports games, he still clearly tells us that mobile phones have a great impact on the student union. Although they may not use mobile phones to play games, they will still lead to a decline in grades.

At the same time, this article also provides me with a new thinking point: are students aware of how often they play mobile games? Combined with the previous research background, my cousin has always wanted to play mobile phones from 9 a.m. to 11 or 12 p.m., which may last for about 15 hours. He probably didn't signal that he played with his mobile phone very often.

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reference resources:
Cilliers, M.J. and Parker, M.B.(2008), The social impact of mobile phones on teenagers[online] FID - Conference Proceedings Available at:The social impact of mobile phones on teenagers | Institutional Repository (cput.ac.za)
[Accessed 26 July 2021]

Summary:
The source of this article believes that it is becoming easier and easier for teenagers to use smart phones to contact friends and obtain information. Therefore, it is more and more important to study the impact of mobile phones on teenagers. So the researchers sent a questionnaire to high school students in Cape Town to study how mobile phones affect their lifestyle. This article identifies the social impact of mobile phones and their applications on adolescents.

This article shows a very important point. Many students use mobile phones not for conversation. Some parents buy mobile phones for the safety of students, but they still use them

Usefulness/limitations:
There are no real examples of how to reduce the amount of time teenagers spend on their phones.

How it fits my topic:
We know in the article that most parents give their students to talk to them, but many students use smart phones to play games, which is contrary to the original idea of parents. According to this article, we believe that parents should clarify the use scope of smart phones to students and reasonably control the use time of smart phones, because from the perspective of parents, The telephone is used to contact others.

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The social impact of mobile phones on teenagers | Institutional Repository

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Mobile infrastructure has changed during the past decade and this increase has become so apparent that you hardly ever come in contact with someone who does not possess a mobile phone or other mobile device. It is becoming increasingly easy and inexpensive for teenagers to contact friends and access information via their mobile phones (Reid and Reid 2007, p.

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Introduction:
I've spent six weeks working on this project, and I've learned a lot in those six weeks, so I'm going to summarize what I've learned in those six weeks. In this project, I faced many challenges throughout the participation process, but while I faced the challenges, I also tried to overcome them and mastered a lot of skills while overcoming the challenges.I realized that I have also experienced many mistakes that I will try to accept and grow.

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Challenge: The whole project is very challenging.

1. Search content not match:
For example: in my RQ1, I want to query is about smartphone game (about electronic sports games) on the influence of junior high school students, but in Google academic I can't find completely fit the source, Google academic source is more about smartphones or non-electronic sports mobile games, such difficulties makes me can't search the source I want.
2. Content search failed:
For example:In my RQ2, I want to find some specific ways to solve about how to reduce the time of middle school students playing mobile games, but I haven't search for any specific ways to reduce playing mobile phones.

Overcoming:It was a lot of difficult, but I still tried to solve them

1.Identify the subject of the problem:
For example: in my RQ1, I was hard to find a source that I want to discuss about mobile games (e-sports games), so I changed an idea, I redefined my problem. I found that what I need to find is the impact of smart phones on students. The focus of the problem should be discussed: the impact of mobile phones on students' grades. Finally, I searched according to the impact of smart phones and found that there are many such sources
2.Finding the principle：
For example: when I look for RQ2 source, I found that in Google academic almost no source mentioned solution, no way I can only change a way, looking about the source of RQ2 principle, we can know why teenagers have a strong demand for mobile phones, understand the impact of mobile games on teenagers, and infer from another aspect how to reduce the time teenagers use mobile phones of specific measures.

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On the one hand: I root two RQ s successfully completed this summary and found the suitable source. Although many of them were wrong in the process, the results were very good, and I successfully solved most of the difficulties.

On the other hand: I got a lot of help from many people, for example, the help from the teacher. She carefully explained the whole process of the whole project for us, which let me got a lot of help.

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how to quickly screen out a suitable piece of article is the most important

1. Skills 1: Keyword filtering

For example, when I determine my RQ1: What is the impact of Mobile Games on middle school students' grades.I need to filter it out quickly and in this RQ1 my keyword is: impact, Mobile Games, students' grades.I need to find a word similar to my keyword: Mobile Games can be replaced by a computer game.This way I finished the keyword extraction for my RQ and then searched on Google. I can find the right resources.

2. Skills 2: Use of search symbols

For example: in Google search we need to search keywords before the search, then I need to use the search symbol "AND" or "OR" to link keywords, when I use 'AND' means that these keywords linked with “AND” will appear on the same article at the same time.

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Here is my timeline of my overall plan, which I've charted out

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summary:
I have learned many useful skills in this project, such as how to use keywords to find the source information, how to use the time to finish this project, but this project still makes me face great challenges, for example: I used a keyword search and couldn't find anything useful about it.

In my search, I found that the articles I searched for were all about why things happen, and there was no way to solve them. For example, the sources I searched for were why students are addicted to mobile games, and there was no source description: how to effectively reduce the time of students playing mobile games.

The feedback from my tutor:

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Finally, I attach my presentation