Article Summary:
Ezekiel J. Emanuel , a long-time university instructor, observed significantly improved student course evaluations after implementing a strict no-digital-device policy in the classroom. While maintaining the same teaching style, he banned cellphones and computer-based note-taking, allowing only stylus-based writing.
The policy was based on research demonstrating the cognitive impacts of digital devices. Studies showed that handwritten notes require more mental processing, leading to better information retention compared to verbatim computer transcriptions. Additionally, research revealed that smartphones reduce cognitive capacity even when not in use, negatively affecting mental focus and attention.
The author presented evidence from multiple studies indicating that smartphone presence undermines learning and social interactions. In one experiment, students performed worst on cognitive tests when phones were on their desks, and another study showed that phones on restaurant tables reduced the quality of social interactions.
The trend of restricting mobile devices has gained traction in K-12 schools, with 11 states implementing statewide bans as of April. However, higher education institutions have been slower to adopt such policies. The author argues that college students, despite being legally adults, still lack fully developed prefrontal cortices, making them prone to poor judgment.
He proposes a comprehensive approach where universities would treat classrooms like secure government facilities, requiring students to deposit phones before entering. The ultimate goal is to enhance learning, encourage classroom participation, and improve social interactions by minimizing digital distractions.
The author believes such policies could help students return to a more engaged and focused learning environment, reminiscent of the pre-smartphone era.
Article Excerpt:
“I banned all cellphones and computer-based note taking in the classroom, with the exception that students could use a device if they wrote with a stylus. Initially, my students were skeptical, if not totally opposed. But after a couple of weeks, they recognized they were better off for it — better able to absorb and retain information, and better able to enjoy their time in class.”