24. Digital Distraction on Academic Achievement in Self-Paced Online Learning – An HLM Study on K-12 Learners

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  In Poster Session: Posters from Affiliates

Short Description

The purpose of this study is to investigate the effect of digital distraction on K-12 student achievement across courses and the moderation effect of student age on the relationship between digital distraction and achievement, and between study days and achievement. A multilevel modeling analysis using a total of 11,237 students’ self-paced online learning data from 95 courses suggests that limiting digital distraction in tablet computers has a positive effect on performance regardless of student age.

Authors

• Contributor: Hajeen Choi, Bowling Green State University

• Contributor: Saeyan Yun, Florida State University