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课堂手机禁令能否抬升成绩？宾大沃顿、尼赫鲁大学与哥本哈根大学团队在印度奥里萨邦10所高校开展随机对照试验，覆盖16,683名学生、742名教师与2,305门课程（2024年春季学期）。实验组每节课开始须将手机存入木箱，对照组保持惯常用机。结果（2026年10月8日《Science》政策文章）：在控制先前成绩后，GPA约提高0.073个标准差；弱生与一年级本科生提升更明显，绩优生、研究生与许多STEM专业接近零效应。出勤几乎不变，提示收获更可能来自注意力与课堂氛围。逾2,500人问卷显示，经历禁令者更支持限制、更认为有益；幸福感与动机未见明显受损。抽查还见扰乱与闲聊减少、教师更投入。局限：对象为高校、为上课时段禁令。文中据Science、EurekAlert与Wharton Magazine相关稿改写。

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Can putting phones away for one lecture help students learn more? A large experiment in India suggests that it can, especially for students who were already struggling. Researchers from the Wharton School, Jawaharlal Nehru University, and the University of Copenhagen studied 16,683 students at ten higher education institutions in the eastern state of Odisha during the spring 2024 semester. Their Policy Article in the journal Science was published on October 8, 2026, and it offers rare experimental evidence on a rule that many schools already debate.

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把手机收起来上一节课，能帮助学生学得更好吗？印度一项大规模实验显示：可以，尤其对原本成绩吃力的学生。沃顿商学院、尼赫鲁大学与哥本哈根大学的研究者，在奥里萨邦十所高校跟踪了16,683名学生（2024年春季学期）。他们于2026年10月8日在《Science》发表政策文章，为许多学校已在争论的规则提供了少见的实验证据。

In treatment cohorts, students had to deposit their smartphones in wooden boxes at the start of each class. Control cohorts kept their usual phone access. The teams then compared end-of-semester grades, attendance records, student surveys, and classroom spot checks by research assistants. Because most final exams were set and graded outside the college, grade gains were unlikely to come only from friendlier marking by local teachers.

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实验组学生须在每节课开始时把智能手机放进木箱；对照组保持平时用机习惯。团队随后比较学期末成绩、出勤、学生问卷，以及研究助理的课堂抽查。由于多数期末考试在校外命题与阅卷，成绩提升不太可能只来自本校老师更宽松的打分。

Overall, the phone ban raised grade point averages by about 0.073 standard deviations after prior grades were taken into account. That size matches many scalable education programs tested in large trials. The lift was larger for lower performing students and for first-year undergraduates. Effects were close to zero among higher performing students, postgraduates, and many STEM majors. Attendance barely changed, so the gains more likely came from sharper attention and calmer classroom dynamics rather than from simply showing up more often.

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总体而言，在控制先前成绩后，手机禁令使平均绩点约提高0.073个标准差，规模与许多可规模化推行的教育干预相近。提升对成绩偏弱者与一年级本科生更大；成绩较好者、研究生与许多STEM专业接近零效应。出勤几乎不变，因此收获更可能来自更集中的注意力与更平静的课堂氛围，而非单纯到课更多。

Surveys of more than 2,500 students showed another shift. Those who lived under the ban became more supportive of phone restrictions and more likely to see them as helpful. They were also less eager for a fully unrestricted classroom. The study found no clear drop in well-being or academic motivation, though some students reported mild fear of missing online updates during class. Spot checks recorded less disruptive behavior, fewer off-topic conversations, and more engaged teachers who spent less time on their own phones.

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对逾2,500名学生的调查还显示态度变化：经历禁令者更支持手机限制，更倾向认为其有益，也更不向往完全不限制的课堂。研究未发现幸福感或学业动机明显下降，虽有人报告轻度担心错过课上网络动态。抽查看见扰乱行为更少、与课程无关的闲聊更少，教师也更投入，且自己用手机更少。

The authors stress important limits. The trial covered colleges, not primary or secondary schools, and tested lecture-time bans rather than all-day rules. Results may also differ in richer countries where students carry more devices. Still, the pattern is policy relevant: a low cost rule can improve learning for those who need it most, and students may accept it more after they experience a focused room. UNESCO has reported that phone bans in schools are spreading worldwide, which makes careful evidence of this kind especially useful for education leaders.

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作者强调局限：试验覆盖高校而非中小学，检验的是上课时段禁令而非全天规则；在学生携带更多设备的富裕国家，结果也可能不同。尽管如此，模式对政策仍有参考：低成本规则可改善最需要帮助者的学习，且学生亲历专注课堂后可能更愿接受。联合国教科文组织已报告全球校园手机禁令在扩散，此类审慎证据对教育决策者尤其有用。

新闻来源

• Science · Phones impede learning: Evidence from a massive phone-free classroom experiment (8 Oct 2026)
• EurekAlert! · Classroom phone bans improve learning and student engagement in India (8 Oct 2026)
• Wharton Magazine · Can Classroom Cell-Phone Bans Boost Grades? (Spring/Summer 2026)

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