Psychological effects of using smartphone programs and applications among university students: A case study at Ajman university

• Al Tai, Mustafa Hameed Kadhim ^[2] ; Alzoubi, Ahmed Mohammed ^[2] ; Rawashdeh, Alaa Al ^[2] ; Alsalhi, Najeh Rajeh ^[1]
  1. [1] University of Sharjah

     University of Sharjah

     Emiratos Árabes Unidos

     
  2. [2] Ajman University
• Localización: Artseduca, ISSN-e 2254-0709, Nº. 40, 2024, págs. 45-58
• Idioma: inglés
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  • Objective: This study aimed to identify the degree of psychological effects resulting from the use of smart software and applications by university students. Additionally, it sought to examine the differences in psychological effects based on demographic variables, usage duration, type of program/application, and platform. Methods: A descriptive approach and field survey methodology were employed. A sample of 324 male and female students from the University of Ajman was surveyed. Results: The personal dimension of use was found to be strongly influential, outweighing the emotional dimension and the dimension of negative effects. There were moderate psychological negative effects associated with the use of smartphone programs and applications. No statistically significant differences in psychological effects were found based on sex, school year, and living situation. However, significant differences were identified based on the faculty variable, with students from the Faculty of Mass Communication experiencing more pronounced effects. Statistically significant differences were also noted in relation to the number of hours of daily use, with those using smartphones for more than 4 hours per day experiencing greater psychological effects. Emotional programs and chat rooms were more influential on users compared to other programs and applications. Additionally, YouTube and Facebook were found to be more influential among the sample members than WhatsApp. Conclusion: The study highlights moderate psychological effects of smartphone use among university students, with variations based on faculty affiliation and daily usage duration. Emotional programs, chat rooms, YouTube, and Facebook are particularly influential. © 2024, Artseduca. All rights reserved.