Patterns of Digital Device Usage and Learning Readiness among Undergraduate Students at UiTM Kedah

The increasing integration of digital devices such as smartphones and tablets in higher education has transformed classroom learning, offering greater flexibility and access to learning resources. However, concerns remain regarding their potential to distract students and affect learning readiness. This study examines the relationship between digital device usage during lectures and students’ learning readiness at Universiti Teknologi MARA (UiTM) Kedah. Using a stratified random sampling approach, data were collected from 104 Part 3 Bachelor of Administrative Science students through an online questionnaire. Descriptive statistics were employed to examine patterns of device and application usage, while chi-square tests and independent samples t-tests were used to analyse associations between device usage, user category, and related factors. The findings indicate that the majority of students were either partially or fully prepared for digital learning, with the use of multiple devices being more prevalent than single-device usage. Academic applications, particularly notes materials and Microsoft Teams, were more frequently used than non-academic applications during lectures. While no significant association was found between device type and application preference, a significant difference in the number of hours spent on digital devices was observed between light and heavy users. These results suggest that students’ device usage habits may influence their engagement and readiness for learning. The study highlights the importance of promoting guided and purposeful use of digital devices to support effective learning in higher education classrooms.

Digital Devices, Learning Readiness, Higher Education, Student Engagement

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