The impact of gadget technology on students' interest in reading
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Published:
Nov 30, 2023
Keywords:
Gadgets, Impact, Reading Interest, Technology
Section
Articles
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Article View : 853 Times
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Abstract
Nowadays, technology is becoming increasingly sophisticated. One proof of the development of increasingly sophisticated technology is the existence of gadgets. Where gadgets are a form of technology that penetrates all circles including junior high school students who make children tend to prefer to be alone to use their Gadgets, rather than interacting with their peers. They spend more time just playing gadgets, so they don't have time to read books, be it textbooks or other books. So the importance of awareness of reading interest must also be further emphasised to students. And the purpose of this research is that the author focuses more on the discussion of the impact of Gadgets on students' interest in reading, especially students in class VII-1 SMP Negeri 8 Binjai.
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How to Cite
Tarigan, T. B. (2023). The impact of gadget technology on students’ interest in reading. International Journal of Curriculum Development, Teaching and Learning Innovation, 2(1), 28–33. https://doi.org/10.35335/curriculum.v2i1.146
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Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2, 449–473.
Kortum, P., & Sorber, M. (2015). Measuring the usability of mobile applications for phones and tablets. International Journal of Human-Computer Interaction, 31(8), 518–529.
Krisnana, I., Hariani, V., Kurnia, I. D., & Arief, Y. S. (2020). The use of gadgets and their relationship to poor sleep quality and social interaction on mid-adolescents: a cross-sectional study. International Journal of Adolescent Medicine and Health, 34(1), 20190101.
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323.
Mann, T. (2015). The Oxford guide to library research. Oxford University Press.
Nanda, D. W., & Azmy, K. (2020). Poor reading comprehension issue in EFL classroom among Indonesian secondary school students: Scrutinizing the causes, impacts and possible solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12–24.
Oudeyer, P., & Smith, L. B. (2016). How evolution may work through curiosity‐driven developmental process. Topics in Cognitive Science, 8(2), 492–502.
Pimmer, C., Mateescu, M., & Gröhbiel, U. (2016). Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies. Computers in Human Behavior, 63, 490–501.
Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. Anatolian Journal of Education, 4(2), 53–60.
Smith, F. (2012). Understanding reading: A psycholinguistic analysis of reading and learning to read. Routledge.
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.
Spiro, R. J., Bruce, B. C., & Brewer, W. F. (2017). Theoretical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence and education (Vol. 11). Routledge.
Vera‐Mun˜ oz, S. C., Ho, J. L., & Chow, C. W. (2006). Enhancing knowledge sharing in public accounting firms. Accounting Horizons, 20(2), 133–155.
Ashari, Z. M., Ngadiman, A. A., Zainudin, N. F., & Jumaat, N. F. (2018). The Relationship between Knowledge and Attitude towards Technology Gadget Usage with Students’ Socio-Emotions Development. International Journal of Interactive Mobile Technologies, 12(7).
Bean, J. C., & Melzer, D. (2021). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley & Sons.
Brent, D. (1992). Reading as Rhetorical Invention: Knowledge, Persuasion, and the Teaching of Research-Based Writing. ERIC.
Chadijah, S., Syariatin, N., Rohmiyati, Y., Utomo, J., & Rukmana, A. Y. (2023). A Correlational Study of Gadget Used Towards Reading Interest. Journal of English Culture, Language, Literature and Education, 11(1), 59–78.
Chu, H. (2015). Research methods in library and information science: A content analysis. Library & Information Science Research, 37(1), 36–41.
Connaway, L. S., Connaway, L. S., Powell, R. R., & Powell, R. R. (2017). Basic research methods for librarians. ABC-CLIO.
Creswell, J. W. (2012). Educational research. pearson.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934.
Englander, I., & Wong, W. (2021). The architecture of computer hardware, systems software, and networking: An information technology approach. John Wiley & Sons.
Fadzil, N. M., Abdullah, M. Y., & Salleh, M. A. M. (2016). The level of tolerance sanctioning children using gadgets by parents lead to nomophobia: early age gadgets exposure. International Journal of Arts & Sciences, 9(2), 615.
Grossnickle, E. M. (2016). Disentangling curiosity: Dimensionality, definitions, and distinctions from interest in educational contexts. Educational Psychology Review, 28(1), 23–60.
Hancock, D. R., Algozzine, B., & Lim, J. H. (2021). Doing case study research: A practical guide for beginning researchers.
Hirsch, E. D. (2003). Reading comprehension requires knowledge of words and the world. American Educator, 27(1), 10–13.
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2, 449–473.
Kortum, P., & Sorber, M. (2015). Measuring the usability of mobile applications for phones and tablets. International Journal of Human-Computer Interaction, 31(8), 518–529.
Krisnana, I., Hariani, V., Kurnia, I. D., & Arief, Y. S. (2020). The use of gadgets and their relationship to poor sleep quality and social interaction on mid-adolescents: a cross-sectional study. International Journal of Adolescent Medicine and Health, 34(1), 20190101.
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323.
Mann, T. (2015). The Oxford guide to library research. Oxford University Press.
Nanda, D. W., & Azmy, K. (2020). Poor reading comprehension issue in EFL classroom among Indonesian secondary school students: Scrutinizing the causes, impacts and possible solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12–24.
Oudeyer, P., & Smith, L. B. (2016). How evolution may work through curiosity‐driven developmental process. Topics in Cognitive Science, 8(2), 492–502.
Pimmer, C., Mateescu, M., & Gröhbiel, U. (2016). Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies. Computers in Human Behavior, 63, 490–501.
Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. Anatolian Journal of Education, 4(2), 53–60.
Smith, F. (2012). Understanding reading: A psycholinguistic analysis of reading and learning to read. Routledge.
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.
Spiro, R. J., Bruce, B. C., & Brewer, W. F. (2017). Theoretical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence and education (Vol. 11). Routledge.
Vera‐Mun˜ oz, S. C., Ho, J. L., & Chow, C. W. (2006). Enhancing knowledge sharing in public accounting firms. Accounting Horizons, 20(2), 133–155.
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