In recent years, I have had the opportunity to teach econometrics and mathematics in higher education. These are subjects that require greater concentration and a simple distraction can make the student lose the thread.
I realize, however, that the students are . Therefore, I always ask that they do so, not only for their own sake, but also out of respect for their colleagues. Today, I would say that cell phones are one of the main factors that reduce concentration in the classroom. It’s like bringing an amusement park into the classroom: the temptation is enormous.
According to results from, in Brazil, 45% of students reported that the use of digital devices distracted them in mathematics classes. The problem is not just for those who use it, but for others: 40% of students reported that they were distracted by their classmates’ use. A survey in China revealed that 78% of higher education students play games on their cell phones during classes. A challenge then arises: how to make young people aware that prolonged use of apps can lead to mental health problems and impaired performance at school and in the job market?
This is a challenge for parents and managers. There is a debate about whether or not we should ban cell phones in schools. In São Paulo, the ban is already in effect. The study ““ by Barwick and co-authors analyzes how the use of cell phones by students and their colleagues negatively affects academic performance, physical well-being and salaries at the beginning of their professional career.
The authors use data from three cohorts of higher education students over up to four years from a Chinese province. They had access to mobile phone usage data from the operator of all local subscribers as well as administrative, demographic and academic data (before and during the course) of the students.
The authors note that immediately following the Chinese government’s policy of restricting online gaming time to minors in 2019, students with a greater number of underage peers saw a significant reduction in their use of gaming apps.
On the other hand, using student allocation data in university dormitories, the authors show that the increase in roommates who use apps increases individual use by 5.8%. Furthermore, they show that not only the use of apps by themselves, but also by roommates, reduces individuals’ grades and salaries at the beginning of their career. If you live in an environment where more colleagues use apps, it is possible to consider that there is a less conducive environment for studying, reducing the effect of positive influence between colleagues.
Finally, they show that the use of apps reduces the allocation of study time and increases both absences and tardiness in classrooms. Furthermore, through an online survey, students who use apps for longer periods report greater mental health problems and less physical disposition. These young people also indicate that they apply for fewer job offers and are less satisfied with the offers they receive.
The results of the study apply to China, but reinforce existing suspicions: abuse in the daily use of apps can result in several negative effects among their users. These findings highlight the importance of debates between society and young public managers so that it is possible to design policies that reduce the excessive use of electronic devices by children and young people.
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