PRINCIPLES OF MARKETING
ASSIGNMENT
Mobile consumption behavior of
undergraduate students of Delhi
University
NAME- MAHEEP KAUR DHILLON AND SIMRAN KAUR
ROLL NO- 23504/60 AND 23504/111
Course- [Link] (HONS)
SECTION-C
SUBJECT- PRINCIPLES OF MARKETING
SUBMITTED TO- Mrs. HARIKISHNI
DECLARATION
we hereby declare that the project work entitled “mobile consumption
behavior of undergraduate students of Delhi University” submitted to the
university of Delhi Bharati College, is a record of an original work done by
Maheep Kaur Dhillon and Simran Kaur under the guidance of Mrs.
Harikrishna, professor of the department of commerce, Bharati College
University of Delhi and this project work is submitted in the partial
fulfilment of requirements for the award of Bachelor of Commerce
(honours). The results embodied in this thesis have not been submitted to
any other university or institute for the award of any degree or diploma.
INTRODUCTION
In the digital age, mobile devices have become integral to the lives of
students, shaping how they access information, communicate, and
engage with educational content. This research project, conducted by
students from B. Com (Hons) at Bharati College, Delhi University, explores
the mobile consumption behavior of undergraduate female students. With
a sample size of 21 participants aged 18-22, we aimed to understand the
extent of mobile usage, its purposes, and its impact on academic
performance and learning experiences.
Through a structured questionnaire comprising 14 questions, we
examined screen time, preferred social media platforms, and the
effectiveness of mobile learning compared to traditional classroom
methods. Our findings reveal a significant reliance on mobile devices for
both academic and recreational activities, highlighting the dual role of
smartphones as valuable educational tools and potential distractions. This
study not only sheds light on the benefits and challenges of mobile
learning but also offers insights into students' perceptions of their usage
patterns, paving the way for further exploration into optimizing mobile
technology for enhanced educational outcomes.
LITERATURE REVIEW
Using mobile apps to promote a healthy lifestyle among
adolescents and students: a review of the theoretical
basis and lessons learned
Dute et al. (2016) examined the potential of mobile apps in promoting
healthy lifestyles among European adolescents and students, a
demographic facing rising rates of physical inactivity and obesity. The
review identified 15 studies involving 12 unique apps designed to enhance
nutrition and physical activity. Most apps served as monitoring tools for
dietary intake or exercise, while others engaged users through challenges
and interactive features. The review highlighted that behavioural change
techniques, such as self-monitoring and feedback, were commonly
utilized. Despite the promising applications of these tools, the authors
noted that most apps were tested on small scales and over short
durations, limiting their broader applicability. Additionally, only a few apps
were specifically tailored for adolescents. This literature underscores the
need for further development and rigorous evaluation of mobile health
applications to effectively address the public health challenges of
unhealthy lifestyles in younger populations.
Unwillingness-to-communicate and college students’
motives in SMS mobile messaging
In his 2007 study, Louis Leung investigates the relationship between
college students' communication styles and their use of SMS (Short
Message Service) messaging. Analyzing a random sample of 532 students,
Leung identifies key motivators for SMS usage, including convenience, low
cost, and its effectiveness for event coordination. These factors contribute
to SMS's popularity as a social technology among college students,
facilitating communication in a fast-paced academic environment.
Interestingly, the study reveals that students exhibiting high levels of
social anxiety and unwillingness to communicate face-to-face tend to
engage less with SMS, contrary to expectations that SMS might alleviate
their shyness. Additionally, confusion over acronyms used in mobile
messaging may deter these students from using SMS more frequently.
This suggests that while SMS has the potential to serve as a bridge for
difficult conversations, it may not be fully utilized by those who would
benefit most from it.
Leung's findings highlight the nuanced role of technology in social
interactions, emphasizing that while SMS offers practical advantages,
personal characteristics such as social anxiety can significantly influence
communication preferences. This study contributes to the understanding
of mobile communication's impact on social dynamics among college
students, reinforcing the complexity of technology-mediated interactions.
Addictive, Dependent, Compulsive? A Study of Mobile
Phone Usage
In their 2007 study, “Addictive, Dependent, Compulsive? A Study of
Mobile Phone Usage,” Hooper and Zhou investigate the motivations
behind mobile phone usage, a topic that has garnered significant
attention due to concerns over potential addiction. The authors categorize
usage behaviours into six distinct types: addictive, compulsive,
dependent, habitual, voluntary, and mandatory. This classification aims to
provide clarity in a field often characterized by ambiguous definitions.
Using a survey of 184 students, the study reveals that mobile phone
usage cannot be definitively classified as addictive or compulsive. Instead,
the findings indicate a stronger inclination towards categorizing
behaviours as dependent, voluntary, or mandatory. This suggests that
while some users may exhibit signs of reliance on their devices, their
usage is more aligned with necessity and choice rather than an
uncontrollable addiction.
Hooper and Zhou’s research contributes to the discourse by challenging
simplistic views of mobile phone usage as solely problematic, emphasizing
the importance of understanding the underlying motivations behind user
behavior. The study highlights the complexity of mobile technology
interactions and encourages further research to explore the multifaceted
nature of usage behaviours, ultimately suggesting that a more nuanced
approach is necessary to address the implications of mobile phone
reliance in contemporary society.
Self-traits and motivations as antecedents of digital
media flow and addiction: The Internet, mobile phones,
and video games
Khang, Kim, and Kim’s (2013) study, “Self-traits and motivations as
antecedents of digital media flow and addiction,” examines how individual
psychological traits influence the experiences of flow and addiction in
relation to digital media, specifically the Internet, video games, and
mobile phones. The authors identify four key psychological factors: self-
esteem, self-efficacy, self-control, and dispositional media use motives.
Their findings highlight that self-control is the most significant predictor of
both flow and addiction across all three media forms. This underscores the
role of self-regulation in managing media consumption.
Moreover, the study reveals that two dimensions of dispositional media
use motives—pastime and self-presence—are significantly associated with
users’ experiences of flow and levels of addiction. These motives suggest
that users engage with media not just for entertainment but also for
personal validation and identity reinforcement. Additionally, the amount of
time spent on digital media correlates strongly with heightened flow and
addiction experiences.
By linking psychological traits to media engagement behaviors, this
research contributes valuable insights into the mechanisms driving digital
media addiction. It emphasizes the importance of understanding
individual differences when addressing addiction risks, advocating for
tailored strategies that consider users’ psychological profiles and
motivations in the context of their media consumption.
Mobile social media usage and academic performance
Giunchiglia et al. (2018) explore the relationship between mobile
social media usage and academic performance in their study, “Mobile
social media usage and academic performance.” Recognizing that
students are particularly vulnerable to the pervasive influence of social
media and smartphones, the authors aim to clarify the nature of this
relationship by employing a more robust methodological approach than
previous studies, which often rely on self-reported surveys.
The study involves 72 participants from the SmartUnitn project, utilizing
time diaries and smartphone logs to track social media interaction and
academic activities. This dual approach allows for a more precise
measurement of how social media usage correlates with students’ grades
and academic credits. The findings reveal a significant negative
correlation between social media engagement and academic
performance, highlighting that excessive use can detract from educational
success.
Moreover, the authors differentiate between various patterns of influence
that social media can exert on academic activities, underscoring the
complexity of this relationship. The study calls for greater awareness and
control over smartphone usage in educational environments, suggesting
that mitigating the negative impacts of social media may be essential for
improving student outcomes. This research contributes to the ongoing
discussion about the balance between technology use and academic
achievement.
DATA COLLECTION AND ANALYSIS
The first question we asked was about their daily screen time and as
shown below 43.9% of them said 4-6 hours, 28.6% said 2-4 hours, 14.3%
said 6-8 hours, 9.5% said less than 2 hours and 4.8% said more than 8
hours.
The next thing we asked was for what purposes they primarily use their
mobile phone and 66.7% people opted for social media, 71.4% people
opted for messaging and communication, 66.7% for online classes and
education, 14.3% for gaming, 47.6% for watching videos and streaming,
47.6% for shopping and 38.1% for reading and news.
Third question was about the social media platforms they use most
frequently and 76.2% selected Instagram, 9.5% selected twitter, 52.4%
snapchat, 90.5% WhatsApp, 14.3% LinkedIn.
The forth question was about the apps they spend the most time on daily
and 71.4% said WhatsApp, 66.7% YouTube, 76.2% Instagram.
Fifth question was if they like to read newspaper/ watch news channels or
use news apps on their mobile to keep themselves updated about current
affairs and 76.2% said mobile news apps and 23.8% said newspapers/
news channels as you can see below
In the sixth question we asked how often they think they use their mobile
phones for constructive activities and as shown below in the pie chart,
47.6% opted for often, 23.8% opted for sometimes, 19% opted for very
often, and 9.5% opted for rarely.
Next was how frequently they use their phones for academic purposes.
There were 52.4% students who chose frequently, 38.1% who chose
occasionally and 9.5% chose rarely.
In the next question we asked about the type of educational content they
primarily access on their mobile devices and 23.8% chose articles, 85.7%
chose videos, 33.3% chose online courses and the remaining 38.1% chose
e books as we can see in the given bar graph below.
In the 9th question we asked them if they have noticed an improvement in
their learning outcomes since using mobile devices for education and
76.2% opted for yes and the remaining 23.8% opted for no.
The 10th question said how they feel mobile learning compared to
traditional classroom learning and 33.3% said equally effective, 33.3%
said less effective, 19% said more effective and 14.3% said not sure.
The next question asked about the features of mobile learning that they
find most beneficial and 52.4% opted for flexibility, 38.1% opted for
accessibility and 9.5% opted for interactivity.
12th question asked them about their biggest challenge when using their
mobile device for learning and 61.9% said distractions, 19% said internet
connectivity, 19% said battery life.
Next question was if they feel that their mobile phone acts as a distraction
when they’re doing something and 61.9% said yes, 28.6% said maybe and
9.5% said no.
Next question was a follow up question that if they though that their
mobile phones were a distractions, would they like to reduce the use of it
and 85.7% opted for yes and 14.3% opted for no.
CONCLUSION
In conclusion, the findings of this research highlight the pervasive role of
mobile devices in the academic and social lives of undergraduate female
students. The majority of participants report using their smartphones for a
variety of activities, with social media and messaging being the most
common. While mobile learning has shown positive effects, with many
students noting improvements in their learning outcomes, it is clear that
the convenience of mobile devices also comes with significant challenges.
Distractions, particularly from social media and notifications, are a major
concern, with most students acknowledging that their phones can detract
from their focus. Despite these challenges, there is a strong desire to
reduce phone usage during study time, suggesting that students are
aware of the need for more controlled and purposeful use of mobile
technology. This research underscores the dual nature of mobile devices
as both valuable educational tools and potential distractions, highlighting
the need for balanced and mindful usage in educational contexts.
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