We live in the age of digital technologies in the globalized world today. Each part of our everyday life has its connection with technology. When opposed to old times, we have better services and much better luxuries with the aid of increasing technologies. Technological growth is not limited to any industry, and emerging innovations are developed for all industries and sectors of society according to their needs and demands. Technology is applied to each person’s lifetime tasks. Every day, we use technologies to perform particular activities or interests. Modern technology enhances human capacity, which has grown over the years. What used to work, could not work today, must be old or replaced by new technologies. We can chat with friends and family living far from us using mobile technology. Therefore, this paper will argue on how smartphones positively impact learning.

In 1993, the smartphone era started with Simon’s IBM smartphone (Sarwar, 2013). The smartphone movement began with the arrival in the mass media industry of blackberry smartphones with several features, including web searching, camera, email, and internet. Apple joined the industry in 2007 when the first smartphone was launched, and it was an important development in the market. In order to approach mobile consumers using cutting-edge technologies, the Android operating system by Google was unveiled in public before the end of 2007.

A smartphone is a handheld device with a computer’s capability. This computer gives users advanced networking and processing capacities than conventional cell telephones with internet connectivity, high-quality cameras, and management equipment (Boulos, 2011). The latest phones are seen instead of a standard phone because of their strong processing capacities and amazing memories as portable computers. The ability to use functional software on smartphones has made smartphones an ever more powerful gadget that replaces several gadgets, including alarm clocks, computers, notebooks, GPS navigators, and digital cameras.

Over recent decades, higher education and learning have adopted ICT, which is seen as a vital component for adapting to social environment growth (Rung, 2014). The most popular trend in using ICTs is that mobile devices are dependent since they are not restricted to everyday activities but are still used in education environments. Access to course material, inspirational communication and dialogue between teachers and students, and information on students’ success are educational events that include mobile use (Cochrane, 2010). Thus, mobile use will have a significant effect on students’ success as this technology can enhance education and learning.

It is reported that different areas of student life will change as students start using smartphones to expand their academic skills (Woodcock, 2012). Smartphones will also help students to become conscious of the advantages of studying anywhere, every time, and at any time and inspire students to engage in learning practices. This indicates that technology will open up and enhance student prospects, in particular in its academic field.

A self-report study was carried out on students’ mobile telephony practices in classrooms and student success effects (Froese, 2012). The result shows that mobile telephone usage distracts students from studying, and their classroom learning is interrupted when learning code.

Smartphone learning is more successful because it improves the success of the student in the academic field. The use of smartphones is formal and casual since both teachers and students interact in classrooms and outside. As students visit Google, they immediately read the references they have discovered. In this case, it immediately improved their awareness. They instinctively know the details without wanting to know it. It has been shown that the use of smartphones often strengthens students’ skills and helps them focus more on academics. Students who use their smartphones correctly will influence their selves, parents, professors, and schools positively. The use of mobile phones inspires students. Since they get plenty of information with the use of search engines such as Google, they boost their ability to look for information using different applications on smartphones.

Students are inspired by the advantages of using smartphones as resources for students. They don’t just concentrate on classroom research but have the experience where and how they need it. Studies that make students relaxed and happier in their studies in another setting. In addition, students discussed the use of smartphones as education platforms more effectively by using the different applications on their smartphones. Some people use their smartphones for training purposes (Soyemi Jumoke, 2015). For instance, they use the calculator to measure something and set a date reminder such as analysis or testing. Some users use the mobile to enhance their academic abilities by downloading the program on the educational smartphone. For example, to better their knowledge, users download the dictionary application. Another example is that people download Ginger to enhance their grammar skills. So you can use your mobile applications here to enhance your skills.

Modern technological changes influence the way schools study. Consequently, smartphone use is the perfect option for future research in the school community (Issham Ismail, 2015). The use of smartphones enables the student to compete effectively in the university. The smartphones appeal to (Issham Ismail, 2015)), says that it will allow the use of learning resources for the future. The use of smartphones as learning instruments expanded parental participation in children’s schooling, and the schools’ websites already have parents checking their children’s exams.

Students have increased their trust in the efficiency of smartphones. When students are afraid to ask the teachers, they can ask the teacher by message or dial the educators. Long-distance students use mobile as their tool for receiving teachers’ and colleague’s information or news (Tim Vorley, 2016). For instance, at University London, Malaysian students can only use their smartphones to communicate with teachers. You can use Skype, except in the simulated version. They both are more straightforward because they can still reach one another behind the obstacles of gaps. There’s no cause for research and the use of mobile new knowledge. (Tim Vorley, 2016), however, it says that the library content is accessed via smartphones. Art students use smartphones to help them search through the library system for content. It has also been named smartphone applications. The studies for smartphones often name them mobile learning since users can learn anything by using smartphones.

The learning environment changes as technology comes. Students have more choices than ever before. In ancient times, people just learned in school. But nowadays, people require only a WIFI and a screen. You read, at home or in the coffee shop when it is best for you. The role of the teacher changes with the talents, knowledge, and needs of the student. Technology has changed how people learn. Innovations have changed learning from a quasi-individual effort to collaboration. Google Drive, Dropbox, and Evernote are ready to collaborate with typical task management applications, such as Astrid and Todoist. Technology has become an enabler that gives the pupil a humanized learning environment rather than an obstacle to genuine contact. It promotes cognitive and socio-emotional processes by engaging students to “see one another,” Zain Verjee writes.

Technology should be an instrument for constructive learning rather than passive learning. Learners, not just spectators, will be writers or problem solvers. The web provides them with the freedom to learn following their own choices. The more people used technology, the better the learning, says the scientist—students who use mobile apps to learn anywhere and be the most popular. The most vital teachers are the involved teachers who have a sense of power over their classes. The students can use the internet to view and resolve issues directly.

In conclusion, this paper reveals that smartphones influence the university life of students in many ways. There have been arguments about and for the effect of smartphones on student academic success. This research should end with the fact that smartphones have a more positive than negative effect on students.

References

Boulos, M. N. (2011). How smartphones are changing the face of mobile and participatory health care; an overview, with example from eCAALYX. Biomed Eng Online,, 24.

Cochrane, T. D. (2010). Beyond the Yellow Brick Road: mobile Web 2.0 informing a new institutional e‐learning strategy. 221-231. Retrieved from https://doi.org/10.1080/09687769.2010.529110.

Froese, A. D. (2012). Effects of classroom cell phone use on expected and actual learning. College Student Journal,, 323-332.

Issham Ismail, S. N. (2015). Mobile Phone as Pedagogical Tools: Are Teachers Ready? International Education Studies,, 36-47.

Rung, A. W. (2014). Investigating the Use of Smartphones for Learning Purposes by Australian Dental Students. JMIR Mhealth. Retrieved from http://mhealth.jmir.org/2014/2/e20/

Sarwar, M. &. (2013). mpact of Smartphone’s on Society. . European Journal of Scientific Research, , 216-226.

Soyemi Jumoke, O. S. (2015). Analysis of mobile phone impact on student academic performance in Tertiary Institution. International Journal of Emerging Technology and Advanced Engineering,, 361-367.

Tim Vorley, N. W. (2016). Not just dialling it in. . Education + Training,, 45-60.

Woodcock, B. M. (2012). Considering the Smartphone Lerner: An investigation into student interest in the use of personal technology to enchance their learning. . Student Engagement and Experience Journal, 1-15.