Exploring Students’ Experiences of Mobile Device Use in STEAM-Oriented Learning: A Narrative Inquiry

Abstract

From accessing information, communicating, and learning to conducting business and engaging in entertainment, the wide use of mobile devices reflects its multifaceted impact on how individuals and society function in the technological era. Its rapid advancement and widespread adoption in day-to-day activities have meaningfully influenced educational practices at the higher education level. Moreover, university students demonstrate a high level of reliability in mobile devices for their academic learning experience, mainly after the post-pandemic context. However, their growing use has led to distractions during learning, reduced face-to-face interaction, hindered creativity, hindered the development of strong interpersonal skills in many students, and also affected twenty-first-century STEAM skills in Nepal. Thus, the purpose of the research is to uncover how mobile devices are influencing the academic learning process, examine potential benefits and challenges within this evolving educational paradigm, and assess their influence on STEAM approaches. For the study, I selected six participants using a criterion-based selection strategy and employed narrative inquiry as the research design to explore the lived experiences and stories of university students and how they engage with mobile devices in educational settings. Guided by social constructivist theory, my study examined how participants constructed knowledge through interactions with peers, teachers, and mobile devices. Subscribing to the interpretivist paradigm, I have conducted in-depth narrative interviews with participants, focusing on their experiences before and after integrating mobile devices into their academic learning, and have analyzed the data using thematic analysis. To ensure the credibility and quality of the research, trustworthiness, authenticity, and reflexivity were further supported by the temporal, social, and spatial dimensions. The study found that mobile devices empowered students and transformed their academic learning patterns by strengthening their autonomy and independence, enabling them to access multiple sources of knowledge aligned with interdisciplinary STEAM approaches, such as inquiry-based and hands on learning, and to develop problem-solving skills. However, due to over-dependency on these devices, participants have experienced a decrease in creativity and critical thinking skills. The intersection of device, learner, and social aspects (DLS) of the FRAME model revealed that learning occurs beyond individual abilities or technological access; instead, it is a dynamic, socially connected process through sharing and collaboration. In the initial phase of learning, participants showed a dependent learning style, relying heavily on their lecturer and peers to complete learning tasks. However, when they started using mobile devices, they shifted to a collaborative learning style. Moreover, in a digitally mediated environment, participants' learning reflected elements of both active and reflective learning styles. Thus, the research shows that integrating technology into academic learning can enhance holistic, learner-centered approaches. The research will be helpful for educators, policymakers, and researchers, as it can serve as a background for further research and aid in improving pedagogical approaches to thoughtfully integrating mobile devices into the academic learning environment. Moreover, this opens the door to further research on the effective use of mobile devices by students in their academic learning process and on ways to enhance twenty-first-century skills through STEAM approaches.