2. MethodsTwo qualitative methods were conscientiously chosen for this study to provide rich data and a more subjective and personal view of the effect of mobile technology, which statistical data cannot do. The in-depth and intensive approach of qualitative methodologies has allowed for a greater understanding of students' habits and feelings regarding mobile phone use (Limb and Dwyer, 2001; 6). For both methods, two locations within Lancaster University were chosen, the library and a personal study space. They were chosen methodically keeping in mind the attached, and usually unwritten, rules about cell phone use in each area. The first of the methods was participant observation. Over several days, observations of students' cell phone use in the library were kept in a diary. While it was difficult to always know what the phones were being used for, particularly if for educational purposes, the emphasis of the observations was the interactions students had with their phones while in a learning-focused environment. I also felt that this method highlighted how communication between students was affected or influenced by the use of cell phones. For the second location, the personal study space, I took brief notes on my usage. This allowed a deeper and more subjective connection between mobile technology and learning to be understood as my feelings as a student. The use of visual methods allowed the participating students to show their feelings and understanding of how mobile technology influences their studying in a creative way. this provides in-depth information on how exactly they believe a mobile phone might be useful to their studies, or in some cases how it might not be. 5 participants, chosen...... half of the sheet ...... dia. It is also evident that the ways in which mobile technology can be helpful while studying can be divided into two groups, ways that help directly and ways that help indirectly. The most common indirect aid for both the library and personal study space was the use of music, which allows the student to concentrate more and ultimately take shorter breaks between work. The general perception from students is that while cell phones can be a problem if they provide constant distractions, they can also provide a break between work, helping them to work harder and more efficiently. Both research methods show the importance of m-learning applications, especially the university's app, iLancaster. The many ways students have used this application on phones reinforce Hamid and Ghulam's research that m-learning is a valuable tool in education (2014).