Learning with Mobile Technologies: Their Potential to Enhance Well-being, Collaboration and Social Enrichment among Diverse Students

Abstract

Technology for learning has shown great potential in increasing a student's academic achievement, performance, meaning, and well-being. It has also harvested a reputation for improving collaboration and socialization among student-student and student-teacher dyads. Evidence-based learning remains limited in learning with technology, showing whether students actually learn with digitized and mobilized technologies. Smartphones and mobile technologies continue to be the device of choice for young generations, namely those who occupy traditional classrooms and those who frequently engage in distance learning platforms. Employing Martin Seligman's Well-Being Theory (WBT), the PERMA model as the theoretical foundation for this research, will demonstrate how technology for learning presents a myriad of advantages and complexities where the multidimensions of well-being is concerned. The theoretical foundation would largely contribute to the trustworthiness of this literature. This research will focus on previous pieces of literature relevant to learning with technology, collaboration, socialization, and well-being. It will attempt to diversely fill the gap illustrated by Briz-Ponce et al. of what some of the drivers are that motivates learning and teaching with innovative and emergent technologies. It is suggested that future research take a diverse and demographic approach to show how knowledge acquisition with technology influences students’ well-being, academic achievement, and opportunities for collaboration and social wealth. More importantly, future research should be respectful of culture, race, age, community, or geographic location. Limitations of this study will be addressed.