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CONFERENCE PROCEEDINGS

Published by IATED Academy iated.org

EDULEARN18 Proceedings 10th International Conference on Education and New Learning Technologies July 2nd-4th, 2018 — Palma, Spain Edited by L. Gómez Chova, A. López Martínez, I. Candel Torres IATED Academy

ISBN: 978-84-09-02709-5 ISSN: 2340-1117 Depósito Legal: V-1578-2018

Book cover designed by J.L. Bernat All rights reserved. Copyright © 2018, IATED The papers published in these proceedings reflect the views only of the authors. The publisher cannot be held responsible for the validity or use of the information therein contained.

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EDULEARN18

10th International Conference on Education and New Learning Technologies

EDULEARN18 COMMITTEE AND ADVISORY BOARD Agnes Kriz Agustín López Aleksandra Kulpa-Puczynska Aline Grunewald Nichele Amparo Girós Ana Mouta Costa Ana Tomás Anita Habók Ann Conway Antonio García

AUSTRIA Ignacio Ballester SPAIN Ignacio Candel POLAND Ingolf Waßmann

SPAIN Ivana Ogrizek Biskupic HUNGARY Janet Herrelko

Béatrice Arend Berhannudin Mohd Salleh Celia MacDonnell Charles Elkabas Chelo González Chris Schaben Christian Bourret Cole Webber Cristiano Luchetti Cristina Sayuri Dusi

GERMANY

SPAIN Patricia Reynolds FRANCE Patsy Robles-Goodwin SPAIN Peter Haber

MALAYSIA Jose Luis Bernat

SPAIN Petr Sudicky

UNITED STATES Josephine Desouza

UNITED STATES Piedade Vaz-Rebelo

CANADA Josephine Munthali SPAIN Judith Szerdahelyi

U. KINGDOM Piotr Berkowski UNITED STATES Rafael Fernández-Flores

UNITED STATES Kalaimagal Ramakrishnan FRANCE Kari Björn

MALAYSIA Rahimah Embong FINLAND Rita Kumar

CANADA Kateřina Vitásková

CZECH REP. Roma Kriaučiūnienė

U.A.E. Kristin Brogan

IRELAND Rosa Karnita

BRAZIL Laura Bordi

UNITED STATES

CROATIA Norbert Englisch

SPAIN Paolo Somigli

LUXEMBOURG Jose F. Cabeza

SLOVAKIA

UNITED STATES

AUSTRALIA Olyesya Razdorskaya

SPAIN Javier Domenech

ITALY

SPAIN Minerva Cordero

UNITED STATES Norma Barrachina

IRELAND Janine Delahunty

NORWAY Joanna Lees

CANADA

U. KINGDOM Michela Baraldi

PORTUGAL Iván Martínez

Beata Godejord

SPAIN Martin Maltais

RUSSIAN FED. Michal Palko

SPAIN Isabel Huet

IRELAND Javier Martí

LATVIA

GERMANY Michael Cronin

BRAZIL Irina Khoutyz

Ashling Ryan-Mangan

SPAIN Marta Dziluma

FINLAND Sabina Maraffi

SPAIN RUSSIAN FED. ITALY UNITED STATES UNITED STATES AUSTRIA CZECH REP. PORTUGAL POLAND MEXICO MALAYSIA UNITED STATES LITHUANIA U. KINGDOM ITALY

Daniel Boulos

UNITED STATES Lorena López

SPAIN Sergio Pérez

SPAIN

Davi De Conti

BRAZIL Luís Descalço

PORTUGAL Shaun Speed

U. KINGDOM

David Dalton

U.A.E. Luis Gómez Chova

David Martí

SPAIN Lynn Boyle

Despina Varnava Marouchou Douglas Baleshta Dragos Tataru Eladio Duque Emine Kuluşaklı Filip Devos Fritz Vandover Garold Zborovsky Gemma van Vuuren Cassar Hen Friman

SPAIN Shujaat Wasty U. KINGDOM Svein Thore Hagen

CYPRUS Mª Jesús Suesta

SPAIN Tetyana Antimirova

CANADA Margaret Mackay ROMANIA Marge Täks SPAIN M de Nazaré Souza Ribeiro TURKEY Maria Porcel

RUSSIAN FED. Maria-Iuliana Dascalu

CANADA GERMANY

ESTONIA Tiziano Telleschi

ITALY

BRAZIL Tolga Akbulut

UNITED STATES Victor Fester

UNITED STATES Maria Schwarz-Woelzl

NORWAY

U. KINGDOM Thomas Rachfall

SPAIN Tomas Kala

BELGIUM Maria ReGester

CANADA

AUSTRIA Vidar Gynnild ROMANIA Vincenza Benigno

TURKEY CZECH REP. NEW ZEALAND NORWAY ITALY

U. KINGDOM Mario De Tullio

ITALY Wendy Gorton

UNITED STATES

ISRAEL Mark Wilkinson

SINGAPORE Xavier Lefranc

FRANCE

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EDULEARN18


CONFERENCE SESSIONS ORAL SESSIONS, 2nd July 2018 Immersive Learning & Virtual Reality Peer Learning and Teaching 21st Century Skills (1) Students' Wellness and Wellbeing Quality and Excellence in Teacher Training English as a Foreign Language (1) Mobile Learning ICT in Education Active Learning (1) Virtual Reality in Education Flipped Learning Workplace Learning (1) Joint and Dual Degrees Teacher Training Experiences Professional Development of Foreign Language Teachers Programming and Coding Skills (1) Technology Enhanced Learning (1) Active and Game-Based Learning Augmented Reality in Education Learning by Doing & Experiential Learning Workplace Learning (2) University-Industry Collaboration ICT Skills among Teachers (1) Health Education Technologies Programming and Coding Skills (2) Educational Games Design Active Learning (2) Social Media and Social Networks in Education Project, Problem and Inquiry-Based Learning Entrepreneurship Education International Collaboration Experiences ICT Skills among Teachers (2) Engineering Education Learning Space Design Digital Skills & Media Literacy Dropout Prevention & Students' Motivation

POSTER SESSIONS, 2nd July 2018 Emerging Technologies in Education Pedagogical Innovations and New Educational Trends

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EDULEARN18


ORAL SESSIONS, 3rd July 2018 e-Learning Experiences (1) Videos for Learning Special Education (1) Language Learning Education Cultural Diversity & Inclusion (1) Curriculum Design in Engineering Learning Analytics (1) Tutoring & Mentoring Writing Skills and Performance Learning Management Systems (LMS) Serious Games Special Education (2) Technology Enhanced Learning (2) Pre-Service Teacher Education Language Learning: from ESP to EMI Learning Analytics (2) e-Assessment Quality Assurance and Accreditation in Higher Education Personalized Learning Blended Learning Teacher Training in Special Education STEM Education (1) Professional Development of Teachers Language Learning Technologies Informal Learning New technologies in Assessment Leadership and Management in Education Massive Open Online Courses (MOOC) Flipped Classroom Special Needs and Inclusive Education Maths and Statistics in Higher Education Creativity in Education English as a Foreign Language (2) Gamification & Game-Based Learning Assessment of Student Learning (1) Management in Higher Education e-Learning Experiences (2) Effective Teaching Practices Cultural Diversity & Inclusion (2) STEM Education (2) Soft Skills Development Business and Accounting Education 21st Century Skills (2) Assessment of Student Learning (2) Sustainability Education

POSTER SESSIONS, 3rd July 2018 Experiences in Education Global Issues in Education and Research

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EDULEARN18


VIRTUAL SESSIONS 21st Century Skills Academic Research Projects Augmented Reality Barriers to Learning Blended Learning Collaboration Projects and Networks Computer Supported Collaboration Curriculum Design and Development Design Thinking and Creativity Diversity Issues, Women and Minorities E-content Management and Development e-Learning Projects and Experiences Early Childhood and Preschool Education Educating the Educators Education and Globalization Educational Management Educational Software & Serious Games Educational Trends and Best Practice Contributions Emerging Technologies in Education Enhancing Learning and the Undergraduate Experience Entrepreneurship Curriculum Ethical Issues in Education Evaluation and Assessment Evaluation and Assessment of Student Learning Experiences in Research Flipped Learning Game Based Learning Higher and Further Education Higher Education Area: The Bologna Declaration and ECTS Experiences Impact of Education on Development Informal learning Language Learning Innovations Leadership in Education Learning and Teaching Methodologies Learning by doing & Experiential Learning Learning Management Systems (LMS) Lifelong Learning Links between Education and Research Massive Open Online Courses (MOOCs) Mobile and Tablet Technologies Mobile Learning Multicultural Education Neuroscience in Education New Learning/Teaching Models Online/Virtual Laboratories Organizational, Legal, Policy and Financial Issues Pre-service and In-service Teacher Experiences Primary and Secondary Education Problem and Project-Based Learning Professional Development of Teachers Quality Assurance and Accreditation Social & Digital Media in Education Special Education & Inclusive Learning STEM in Education Student Support in Education Team-Based and Collaborative Learning Technology-Enhanced Learning The Impact of Web Technologies on Education Training Educational Staff Transferring Skills and Disciplines University-Industry Cooperation Virtual Learning Environments (VLEs) Virtual Reality and 3D Applications Vocational Training Web 2.0 and Social Networking Workplace Training and Employability Issues

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EXAMINATION OF RELATIONSHIP BETWEEN SOCIAL NETWORK USAGE PURPOSES AND NOMOPHOBIC BEHAVIOR LEVELS OF SECONDARY SCHOOL STUDENTS USING SMARTPHONE F.G. Karaoğlan Yılmaz, R. Yılmaz, H. Yildiz-Durak Bartin University (TURKEY)

Abstract This study has been aimed to determine the nomophobia levels of secondary school students using smartphones and to examine the relationship between nomophobia levels of secondary school students and social network usage purposes. The research has been conducted by using a relational screening model with the participation of 514 secondary school students in the fall semester of the 2016-2017 academic year. As a result of the research, it has been found that the students have a low level of nomophobic behavior and that there is a negative significant correlation between the nomophobic behavior and social network usage purposes. On the other hand, it has been seen that there is a negative yet higher correlation, in comparison to the use of social networks for entertainment purposes, between social network usage for the purpose of research, cooperation, initiating communication, communication, maintaining communication and content sharing and the tendency of nomophobic behavior. Keywords: Nomophobia, Social networks usage purpose, Middle school.

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INTRODUCTION

Today, smartphones have become one of the basic needs of our lives (Gezgin, Şahin & Yıldırım, 2017; Oulasvirta, Rattenbury, Ma, & Raita, 2012). Smartphones are gradually evolving and acquiring new features. This allows the use of smartphones to expand rapidly (Kwon, Kim, Cho, & Yang, 2013). Especially the intensive use among young people causes some social and physical problems (Bian & Leung, 2015). There are some criteria to determine smartphone addiction. The most important of these is the phobia of being out of cellular phone contact, worrying about losing access, namely, nomophobia (King et al., 2013). Nomophobia is a fear growing when individuals cannot access mobile devices and communicate through these devices (Yıldırım, Sumuer, Adnan, & Yıldırım, 2015). Individuals with nomophobic behaviors experience some psychosocial, behavioral and anxiety disorders that affect their lives when they are being without a mobile device (Dixit et al., 2010). It is likely that secondary school students who are engaged with smartphones will exhibit a nomophobic behavior. On the other hand, while 96,9% of the individuals in Turkey have mobile phones or smartphones, the most common action of individuals using the Internet via these devices is using social media at the rate of 82,4% (Turkish Statistical Institute, 2016). From this point of view, it has been thought that there is a correlation between social media use and nomophobia. In addition, it has been seen that the number of studies conducted with the purpose of examining the causes of nomophobia and variables related to nomophobia are limited in the literature. It can be said that there is a gap in this subject in the literature. From this point of view, this study aims to examine the relationship between nomophobia and social media usage and to make up for this shortcoming in the literature.

1.1 Purpose of the Study This study has been aimed to determine the nomophobia levels of secondary school students using smartphones and to examine the relationship between nomophobia levels of secondary school students and social network usage purposes. From this point of view, the following sub-problems have been specified to achieve this goal: 1

What are the nomophobia levels of secondary school students using smartphones?

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What kind of a relationship do the social network usage purposes and nomophobic behavior levels of secondary school students using smartphones have?

Proceedings of EDULEARN18 Conference 2nd-4th July 2018, Palma, Mallorca, Spain

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ISBN: 978-84-09-02709-5

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METHODOLOGY

The model of this study is the relational screening model as it examines the relationship between nomophobia and social network usage purposes. The relational screening model aims to determine the status and/or extent of interchange between two or more variables (Karasar, 2005).

2.1 Study Group This research has been applied to the secondary school students belonging to the Ministry of National Education in the fall semester of 2016-2017 academic year and 514 students have participated. The study group has been formed on a voluntary basis with the students from the schools which the researcher was able to reach by using an appropriate sampling method.

2.2 Data Collection Tool In this study "Personal Information Form" and 2 data collection tools have been used. Personal Information Form: With the ‘Personal Information Form’ developed by the researcher it has been aimed to collect data related to the personal information, smart phone and social media usage status of the participants in the study group. Nomophobia Scale: The Nomophobia Scale (NMP-Q) which is developed by Yıldırım and Correia (2015) and translated into Turkish by Yıldırım, Şumuer, Adnan and Yıldırım (2015) has been used as data collection tool in the study. The scale is composed according to the 5 points Likert type and it consists of 20 items. The scale has four subscales. These are: Not Being Able to Reach Information (4 items), Disconnection (5 items), Communication Failure (6 items) and Not Feeling Comfortable (5 items). The reliability coefficient for the study was .97. The reliability coefficients of the subscales of the scale have found to be .89, .90, .94, .94, respectively. Social Network Usage Purposes Scale: The scale consists of 26 items and 7 sub-dimensions developed by Usluel, Demir and Çınar (2014). Sub-dimensions are research (3 items), cooperation (6 items), initiating communication (3 items), communication (2 items), maintaining communication (4 items), content sharing (5 items) and entertainment (3 items). The data collection tool is a 7 point Likert type. The answers to the items of the scale vary from "Strongly agree" (7) to "Strongly Disagree" (1). At the most, 182 points and at least 26 points can be taken from the scale. The high arithmetic average of any usage purpose can be interpreted as an individual's intense use of social networks for that purpose. Subscale scores should also be evaluated separately because of the difference between the usage purposes that constitutes the subscales of this scale.

2.3 Analysis of Data Kolmogorov-Smirnov normality test has been applied to determine whether the obtained data demonstrate a normal distribution. The results of the Kolmogorov-Smirnov normality test revealed that the nomophobia scale and subscale scores of the students are not normally distributed (p