Social-Emotional Development amid Mobile Learning: Pros, Cons, and Actions

Abstract

Mobile learning became one of the most prevalent forms of education during the peak of the COVID-19 pandemic. As a result of necessity, many young students gained access to mobile phones and utilized them for both educational and non-educational purposes. Research indicates that while mobile learning can enhance educational outcomes, it may also negatively affect the socio-emotional development of young students if used improperly. This paper examines the advantages and disadvantages of mobile learning and explores potential strategies to optimize learning and minimize, if not eliminate, its adverse effects. Key recommendations include integrating social-emotional learning (SEL), managing screen time, encouraging co-viewing, promoting moderate use of digital devices, early detection of socio-emotional disorders, and implementing relevant policies. Furthermore, incorporating moral training, character building, and habit formation is suggested as beneficial, especially for children.