Second screen use motivations of higher education students during online education

This study aimed to determine whether higher education students used a second screen during remote learning, identify the reasons for such usage, and assess their impact on academic performance. A mixed-methods design was employed, comprising 471 students (survey) and 10 students (semi-structured interviews) from a state university with distance education experience. The findings revealed that the majority of participants utilized a second screen, with smartphones being the preferred secondary device and laptops serving as the primary tool. Students who used a second screen for in-class activities showed high motivation and maintained an average GPA of three or higher. Those who used it for extracurricular activities exhibited low motivation, and an average GPA below 3. Students using a second screen for both in-class and extracurricular activities experienced interruptions in communication with instructors. The results underscore the significance of technological tools in distance education, emphasizing second-screen usage, motivation, and effects on academic achievement. Limitations include reliance on self-reported data, a cross-sectional design preventing causal inferences, and a qualitative sample size that may not fully capture the impact of second-screen use on learning outcomes. Further research involving larger populations is necessary to better understand and develop instructional technologies and second-screen use in education.