
In 21st century, all aspects of our daily life are
strongly influenced by the increasing man-machine
interaction.(Golberg M., 1998)

‘Technological addiction’ is a broad category of
problematic patterns of using technological means
which include excessive use of personal computer,
mobile phone, internet, mp3 and etc.(Griffiths MD.,
1996)

All the technologies above offers both positive and
negative effects.

Subjects uses cellphone in a variety of different
ways to fulfill their communication, news and
entertainment needs (Matanhelia, 2010).

The iPod culture is not bound by gender barriers and
develops a combination of ‘work’ and ‘fun’ (Cooper,
2009).

The items that showed the higher satisfaction are
relates to the study material, important notes,
reminder can reach them daily. Besides, they highly
agreed that Mobile learning has helped them pace
their studies in distance learning courses (Jacob and
Issac, 2008).

Based on McClean et. al (2010), most of student
agreed or strongly agreed that using cellphone for
texting will help with module content.

Identified adverse social, psychological, emotional
and physiological effects that may arise due to the
increasing amount of time, duration and frequency
spent on gadgets (Giam et al., 2011).

Reduced quality of sleep was correlated with a
higher number of unexplained body discomfort
(Herr et al., 2005).

There is a high prevalence of gadgets usage among
Malaysians, particularly youths. Even most primary
school students are not excluded. (Wong et al. 2011)

Especially in UKM KL Campus, holding status as a
health science student does not impede them to
own various kind of gadgets such as MP3s, Game
consoles, mobile phones and others.

Findings from this study may be useful to university
students and significant others surrounding them.

University students will understand the way they
use gadgets and the consequences of its use.

How dependent UKM health science
students on gadgets?
•
General objectives:
– To investigate how dependent UKM health
science students on gadgets.
•
Specific objectives:
– To identify most preferred gadgets by UKM health
science students.
– To determine the financial source and the purpose
of gadgets bought by UKM health science
students.
– To investigate the relationship between the
duration of gadgets used with academic
performance.

Mobile phone is the most preferred gadgets among
UKM health science students.

Most of the UKM health science student uses
scholarship to buy the gadget.

The longer the duration of gadgets usage , the
poorer the academic performance.

Descriptive study
 Quantitave cross-sectional study

Study Population
- UKM year 1 and year 2 health science students

Sampling Method
- Random sampling (10 randomly selected students
from each programmes)

Inclusion criteria:
- 4 programmes with clinical practice:
Optometry
Dietary
Speech science
Audiology

Sample size
 80 UKM year 1 and year 2 students from 4 health
science programmes
Instrumentation
Using questionnaires adapted from (Priyanka
Matanhelia et. al, 2010) to assess gadget
dependency among health science students in
UKM.
- Questionnaires consists of close-ended questions
only.

-
The adapted questionnaire will be piloted before
the actual study to test the reliability and validity of
questionnaire.
 The finalized questionnaire will be distributed
randomly to each programmes.
 Data analysis will be conducted after data
collection.

Quantitative data:
Descriptive analysis
- Mode and frequency of responses.
- Bar chart.

Inferential analysis
- Linear correlation
 Matanhelia P. et al. 2010. Mobile Phone Use By
Young Adults In India: A Case Study.