Advances in technology are often assumed to enhance convenience and improve daily life, yet in certain situations they may produce unintended negative outcomes. Mobile learning devices, designed to support education anytime and anywhere, raise important questions regarding their actual impact on students’ learning experiences. This study investigated whether these tools genuinely promote learning and, if so, whether their influence is beneficial or detrimental. Using a survey research design, data were gathered from 215 randomly selected students through a questionnaires and a focus group discussions. Both qualitative and quantitative techniques were employed in analyzing the responses. Findings revealed that the most participants and by implication the wider student body—made minimal academic use of the tablets and the complimentary 10GB monthly data provided to them. Instead, many students were more engaged in downloading entertainment content, playing video games, or socializing online, activities that contributed to reduced study time, declining academic performance, and lower overall productivity. The study concludes with recommendations aimed at addressing this emerging challenge and promoting more effective use of mobile learning resources.