Perceptions of Digital Device Use and Accompanying Digital Interruptions in Blended Learning

Abstract

Using various digital devices, and being faced with digital interruptions is a given for students not only in traditional university classes but also in blended learning courses. Hence, this study (N = 201) at an Austrian university of applied sciences investigated students’ perceptions of digital device use and the digital interruptions that they face during webinars and on-campus sessions. Results show that students primarily use the same types of digital devices during webinars and on-campus sessions, i.e., computers for course-related (CR) activities, and smartphones for non-course-related (NCR) activities. Results further indicate that while the majority of students are aware of the interruptive impact that NCR activities have on their learning, the effect on others seems to be a blind spot. The reasons for NCR activities are manifold. Moreover, results suggest that students have difficulties in assessing the actual time spent on NCR activities during webinars.

Exploring Undergraduate Students’ Digital Multitasking in Class: An Empirical Study in China

“…We also discovered that students' mobile phone dependence plays a crucial role in mediating different variables; those with higher levels of mobile phone dependence were more likely to use their phones in class, less likely to follow schools' rules on phone use, and more likely to engage in digital multitasking for non-study purpose. These results presented a similar trend with the previous studies [31,32] and provided further insights into the crucial role of students' mobile phone dependence in digital multitasking.…”

“…However, during the analysis phase, we found no positive correlation between the implementation of school restrictions and the reduction in phone use frequency. Even in a phone-banned class, students continued to use their mobile phones, despite knowing it could be detrimental to their concentration to some degree, which is consistent with previous studies [29][30][31]. These findings highlight the need for more effective and sophisticated methods to reduce phone use and enhance students' learning outcomes from a Chinese perspective.…”

Role of female teachers of childhood education in directing children towards effective use of smart devices

“…Directing children to conduct research and investigation through smart devices is associated with the role of children education female teachers in charging with performing activities relevant to science process skills through smart devices by implementing activities of observation, description and prediction during browsing electronic websites and digital applications. This confirms the importance of providing digital practical activities in digital learning environments away from frequent interruption factors of smart devices (Bradform & Hamer, 2022;Pattermann et al, 2022;Ulfayantik et al, 2022).…”

Social Media Labs in the Social Education Degree: Exploring Digital Competences of University Students

“…Through this reflective exercise, we seek to argue that media labs are platforms that enable creative and productive processes for social and institutional transformation through the disruption of knowledge production processes associated with the defence of the commons [16]. There is no single model or format for laboratories; however, we believe that it is important for universities to rescue the vocation for experimentation inherent to innovation in order to transform academic culture, the environment, and communities.…”