Exploring Shifts in Learning Patterns Through Tablet Use among Undergraduate Students in Southern Thailand

Abstract

Background and Objectives: The rapid integration of digital technologies into higher education has transformed how students access information, communicate, and manage their learning. Tablets offer portability, connectivity, and access to diverse educational applications; however, limited research has examined how they reshape everyday learning practices among undergraduate students in regional contexts. This study explores shifts in learning patterns associated with tablet use among undergraduate students in Southern Thailand, focusing on tablet usage, application preferences, learning practices, and strategies for developing digital skills.
Methods: An exploratory qualitative research design was employed. A focus group interview was conducted with five female first-year undergraduate students from the same academic major at a university in Southern Thailand. The participants had an average age of 19.8 years and had used tablets for an average of 4.6 years. The approximately one-and-a-half-hour interview was guided by a semi-structured questionnaire addressing tablet-based learning patterns, applications and tools, digital learning experiences, skill development, challenges, and recommendations. Data were audio-recorded, supplemented by researcher notes, and analyzed using qualitative content analysis involving familiarization, coding, categorization, and interpretation.
Results: Four major themes emerged: (1) tablet usage, (2) application preferences, (3) learning patterns for two main purposes, and (4) skill development strategies. Tablets, particularly iPads, had become central to participants’ academic activities because of their portability, convenience, and connectivity. Participants reported a shift from traditional reliance on laptops and personal computers toward tablets for classroom and independent learning. They primarily preferred free or pre-installed applications, including GoodNotes, Google Suite, Canva, and YouTube, while also frequently using AI-supported tools such as ChatGPT, Grammarly, and QuillBot. Two broad learning purposes were identified: self-directed learning and academic coursework. Self-directed learning involved pursuing personal learning goals, particularly language learning, through educational and entertainment-oriented digital content. For academic coursework, three learning patterns emerged: information searching–critical thinking–academic production; note-taking–information searching–self-study–academic production; and note-taking–information searching–self-study–peer discussion–academic production. These patterns demonstrate the increasing integration of digital resources, AI tools, self-regulated learning, and online collaboration into students’ academic practices.
Application of the Study: The findings suggest that educators and institutions should provide structured digital literacy training, hands-on workshops, peer mentoring, and clear guidance on the ethical use of AI. Institutional initiatives should also address affordability, access to devices and software, and reliable internet connectivity to reduce digital inequality.
Conclusions: Tablet integration represents a significant shift in learning practices among the participating undergraduate students in Southern Thailand. Tablets have become central tools for self-directed, hybrid, AI-supported, and collaborative learning. However, realizing their educational potential requires stronger institutional support, digital literacy development, ethical guidance, and attention to equitable access. Given the small and homogeneous sample, the findings are exploratory and provide a foundation for future research involving larger and more diverse student populations.