Abstract

Smart mobile phones, or smartphones, have the potential to disrupt classrooms by diverting students’ attention from their teachers, hindering the learning process. Several studies conducted in the United States and the United Kingdom suggest a correlation between smartphone usage and the academic performance of schoolchildren. However, some argue that the impact is relatively small, and that further research should be done into the personal characteristics of users. To determine the relationship between smartphone usage and the academic performance of Chilean schoolchildren aged 10 to 18, a qualitative-quantitative approach was applied, utilizing focus groups and face-to-face surveys. Our findings revealed three significant variables: the age at which children received their first cell phone, the intensity of daily cell phone use, and socioeconomic status Gender and smartphone use in the classroom did not show statistical significance. The data obtained from our surveys suggest a relationship between the number of hours a child or young person spends on their phone and their grade point average, as well as between the age at which children start using smartphones and their grade point average. Consequently, it can be asserted that prolonged smartphone usage is associated with poorer academic performance.