This study employs a mixed-methods approach to investigate mobile phone usage patterns among quantum science students, integrating survey analysis with K-means clustering to identify distinct behavioral profiles. While mobile phones offer significant educational potential in accessing real-time quantum technology developments, their dual nature as both learning tools and sources of distraction presents critical challenges for academic focus. Our analysis reveals three distinct user clusters: Strategic Users (38%) who demonstrate balanced integration of technology for academic purposes, Distracted Users (42%) characterized by high entertainment usage and attention distraction, and Minimalist Users (20%) who maintain limited device engagement. The clustering results demonstrate significant correlations between usage patterns and academic performance, with Strategic Users achieving the highest learning outcomes. The study further establishes that perceptions of mobile phone utility vary substantially across clusters, explaining the polarization in benefit-risk assessments observed in survey responses. Based on these findings, we propose differentiated intervention strategies tailored to each user profile, moving beyond one-size-fits-all policies to optimize technology integration in quantum science education. This research contributes to educational technology literature by providing empirical evidence for cluster-based approaches to digital device management in specialized STEM disciplines, offering practical frameworks for enhancing classroom engagement while mitigating technological distractions in rapidly evolving fields like quantum science.

Zhougeng Lin. Mobile Phone Usage Patterns in the Classroom among Quantum Courses Analyzed by a Clustering Algorithm. Academic Journal of Mathematical Sciences (2026), Vol. 7, Issue 1: 45-55. https://doi.org/10.25236/AJMS.2026.070107.

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