2. MethodsFor this study, two qualitative methods were carefully chosen to provide data rich in detail 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 provided insight into students' habits and feelings regarding their mobile phone use (Limb and Dwyer, 2001; 6). For both methods, two locations at Lancaster University were chosen: the library and a personal study space. They were chosen methodically keeping in mind the generally unwritten rules of cell phone use in each area. The first method was participant observation. Over several days, observations of students' cell phone use in the library were recorded in a journal. While it was difficult to always know what phones were used for, particularly for educational purposes, the observations focused on the interactions students had with their phones in a learning-centered environment. I also felt that this method highlighted how communication between students was affected or influenced by mobile use. For the second place, the personal study space, I took short notes about my own use. This helped to understand a deeper and subjective connection between mobile technology and learning, such as my feelings as a student. Using visual methods allowed student participants to show their feelings and understanding of how mobile technology affects their study in creative ways. This gives a good insight into how exactly they think a cell phone can be beneficial to their studies, or in some cases how it might not be.5 participants, chosen...... middle of the article ......dia. It should also be noted that the ways in which mobile technology can be helpful during studies can be divided into two groups: ways that help directly and ways that help indirectly. The most common indirect aid for the library and personal study space was the use of music, allowing a student to concentrate more and ultimately take shorter breaks between work. The general perception among students is that while mobiles can be a problem if they provide constant distractions, they can also provide a break between work, helping them work harder and more efficiently. Both research methods show the importance of mobile learning apps, particularly the university's own app, iLancaster. The many ways students used this app on their phones reinforces Hamid and Ghulam's research that mobile learning is a valuable tool in education. (2014).