Systematic Review of Research on Digital Distractions

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Instructional Technology Virtual Poster Session

Abstract

Digital Distraction describes the interruption of learner’s concentration during academic tasks. With the increase in digital learning, there is a need for a review to synthesize research on digital distraction. This review was guided by the Technology-Personal-Environment (TPE) framework. In this systematic review of 26 articles using the DISCAR process (design, inclusion/exclusion, searching and screening, coding, analyzing/synthesizing, reporting), causes and consequences, and strategies to prevent/reduce digital distraction were examined. Measures used, modalities studied, and devices used in digital distraction research were also synthesized. The findings have implications for instructors, students, administrators, instructional designers and researchers. This systematic review adopted a multi-faceted approach that addresses different dimensions to effectively mitigate digital distractions.

Authors

• Florence Martin, North Carolina State University

• Siyu Long, North Carolina State University

• Katy Haywood, North Carolina State University

• Kui Xie, University of Missouri