From Learning Tool to Behavioural Addiction: Assessing Smartphone Use among Ghanaian Undergraduate Students

Abstract

The proliferation of smartphones has transformed higher education landscapes, particularly in the Global South, where mobile technology is a primary tool for both academic and social engagement. This study investigates the nature and extent of smartphone addiction among undergraduate students at the University of Education, Winneba, Ghana. Grounded in the Interaction of Person-Affect-Cognition-Execution (I-PACE) model, the research reveals subclinical problematic smartphone use (PSU) and clinical smartphone addiction. A cross-sectional survey design was adopted, utilizing the Smartphone Addiction Scale–Short Version (SAS-SV) to assess responses from 567 undergraduate students. Results revealed that 59.3% of students exhibited problematic smartphone usage indicating high levels of addiction, with significant differences observed across age and gender. Younger students (?24 years) and males demonstrated greater susceptibility. Although the average duration of daily smartphone use did not significantly predict addiction levels, qualitative usage patterns, such as multipurpose use (92.9%) and engagement with social networking and entertainment applications, were implicated in reinforcing compulsive behaviours. The study underscores the dual role of smartphones as both academic aids and sources of behavioural addiction. Findings support the need for targeted interventions that address age- and gender-specific risk factors, promote digital self-regulation, and distinguish between problematic and addictive use. The implications of excessive smartphone engagement extend beyond academic performance to encompass psychological and physical well-being, calling for institutional policies that balance digital integration with mental health safeguards.