• Fahr Andreas

• Caspanello Shaila

Are smartphones in the classroom a gateway to knowledge—or simply a shortcut to distraction? Across Switzerland and many other countries, schools have increasingly responded to this dilemma by introducing strict regulations or even outright bans on smartphones. But what are the real effects of such policies? Do they actually improve pupils’ well-being and the classroom atmosphere? Or do they simply create new forms of “digital FoMo,” covert phone use, and conflicts between teachers and pupils?

In this seminar, we move beyond media headlines and examine the issue using real research data. Students will work with quantitative survey data collected from pupils and parents as part of a research project conducted in 2025/2026. Together, we will analyze how different types of smartphone regulations affect psychological well-being, social dynamics among pupils, and the broader school climate.

Participants will learn how to formulate research questions, analyze complex survey data, and interpret empirical findings in light of theories from media effects research, psychology, and communication science. We will investigate whether smartphone bans actually change behavior—or whether pupils simply become better at hiding their phones.

If you are interested in learning how to transform raw data into meaningful insights that can inform public debates and education policy, this seminar offers a hands-on opportunity to engage with a highly topical research question.

The seminar will be held in English. A passive understanding of German is recommended, as some contextual materials may be in German.

You can independently develop theoretically sound knowledge on the seminar topic.

You are able to research, understand, interpret, and critically reflect on the state of research on the topic.

You will be able to develop a research question and a research design, implement a project empirically, and understand and evaluate existing data.

You can present empirical findings orally in presentations and discuss them in the seminar paper.

For students outside the field, BeNeFr or mobility: The seminar requires basic knowledge of statistics and the ability or motivation to analyze empirical data.

Students will be evaluated based on the following components:

• Presentation: Theory and State of Research (30%)
• Formulation of an Analytical Model / Hypotheses (20%)
• Presentation of Results (30%)
• Science-to-Practice Report (20%)

Remark

No repeat examinations. For courses with continuous assessment, deregistration or withdrawal from the course is not possible after the registration deadline has passed (see the session calendar on the faculty website).

If you are writing a seminar paper, you must register separately for the seminar paper. Please register for the seminar paper on MyUnifr under "course registration".