The Research Dialogue

Abstract

               The present study investigates the influence of mobile learning on the study habits of college students in Bankura district, with special reference to mobile phone dependency, time management, concentration, and academic performance. Mobile learning has become an important educational tool, allowing students to access study materials, attend online classes, use educational applications, and engage in self-directed learning. The study is based on the Technology Acceptance Model (TAM) and Uses and Gratifications Theory (UGT), which explain students’ acceptance and use of mobile learning for academic and personal purposes. A self-made five-point Likert scale, named the Mobile Learning and Study Habits Scale (MLSHS), was used for data collection. The sample consisted of 353 college students from different colleges of Bankura district. The data were analysed using percentage, mean, standard deviation, correlation, ANOVA, and t-test. The findings indicate that mobile learning has a significant positive relationship with students’ study habits. It improves access to learning resources, flexibility, revision practices, academic engagement, and self-paced learning. However, the study also found that excessive mobile phone use, social media distraction, and mobile dependency may negatively affect concentration and academic performance. The results further suggest that proper guidance, digital literacy, fixed study schedules, reduced distractions, and improved digital infrastructure are necessary for effective use of mobile learning in higher education. The study concludes that mobile learning can be a powerful supportive tool for improving study habits if used responsibly and in a balanced manner.

Keywords: Mobile Phone Dependency, Study habit, M learning, Digital Literacy