The influence of technology on academic distraction: A review

Abstract

The detrimental effects of academic distraction have become increasingly problematic in recent years due to student media multitasking. In recent years, educators have gradually transitioned many classes to the online learning environment, effectively reducing teacher supervision. This has been greatly exacerbated with the advent of coronavirus disease 2019 and subsequent social distancing guidelines. In an effort to help students and educators better understand the implications of technology on academic distraction and academic performance, this literature review discusses the effects of three forms on technology on student distraction: laptops, smartphones, and social media use, particularly the social media platform Facebook. While the effects of student laptops on academic distraction are somewhat ambivalent, the debate is largely moot in the current educational environment. The detrimental effects of student smartphone and social media use on academic distraction are more conspicuous, especially with the pervasiveness of personal digital devices. Potential self‐regulatory and environmental interventions are discussed.

Smartphone use and addiction during the coronavirus disease 2019 (COVID-19) pandemic: cohort study on 184 Italian children and adolescents

“…This had pedagogical/psychological consequences in students' life and families' organization, due to the need of adequate technological skills, new learning strategies, as well as availability of digital devices and fast connectivity [20,21]. Online learning led to an increase of the screen time, resulting in turn to a greater possibility of students' distraction by social media or games [22]. Furthermore, increased digitalization widened the "educational gap" among families.…”

The Developing Brain in the Digital Era: A Scoping Review of Structural and Functional Correlates of Screen Time in Adolescence

“…FoMO is defined as "a pervasive apprehension that others might be having rewarding experiences from which one is absent" (Przybylski et al, 2013(Przybylski et al, , p. 1841. The resulting urge to constantly check online contents and the incoming notifications have negative consequences on adolescents' cognitive development and academic achievement (Dontre, 2020), also because online checking behaviors distract during study time, interfere with ongoing activities, and limit cognitive processing capacities (van der Schuur et al, 2015;Camerini and Marciano, 2020). Furthermore, the prolonged use of screens, especially during night hours, was found to be associated with later onset of sleep and reduced sleep quality (Hale and Guan, 2015;Carter et al, 2016), which, in turn, have negative consequences on the brain functioning (Telzer et al, 2013).…”

Exploring the Dimensions of Smartphone Distraction: Development, Validation, Measurement Invariance, and Latent Mean Differences of the Smartphone Distraction Scale (SDS)

“…Increasing evidence suggests that smartphone use triggers frequent interruptions and breaks from main tasks, further interfering with cognitive processes and ability (20)(21)(22)(23)(24), cognitive functioning (25)(26)(27)(28), and associated with distraction and compromised performance (26)(27)(28) resulting in sub-optimal learning among young people (29,30). Disruption from smartphone use is even more prominent within classroom environments (31)(32)(33), hindering academic achievement due to interference with primary tasks (12,34) and in less engaging academic contexts, prompting lower motivational levels and comprehension (12,35,36), task performance (37), and chronic media multitasking (12). Smartphone interruptive notifications are frequent external triggers (38) which disrupt daily activities and have even been associated with mood disorders mediated by boredom proneness (39).…”