Akademik Veri Yönetim Sistemi
INTERACTIVE LEARNING ENVIRONMENTS, cilt.0, sa.0, ss.1-22, 2025 (SSCI)
This study aimed to determine whether higher education students used asecond screen during remote learning, identify the reasons for suchusage, and assess their impact on academic performance. A mixed-methods design was employed, comprising 471 students (survey) and10 students (semi-structured interviews) from a state university withdistance education experience. The findings revealed that the majorityof participants utilized a second screen, with smartphones being thepreferred secondary device and laptops serving as the primary tool.Students who used a second screen for in-class activities showed highmotivation and maintained an average GPA of three or higher. Thosewho used it for extracurricular activities exhibited low motivation, andan average GPA below 3. Students using a second screen for both in-class and extracurricular activities experienced interruptions incommunication with instructors. The results underscore the significanceof technological tools in distance education, emphasizing second-screenusage, motivation, and effects on academic achievement. Limitationsinclude reliance on self-reported data, a cross-sectional designpreventing causal inferences, and a qualitative sample size that may notfully capture the impact of second-screen use on learning outcomes.Further research involving larger populations is necessary to betterunderstand and develop instructional technologies and second-screenuse in education.