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<p>Digital distraction in education 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 systematic review examined 26 articles using the DISCAR process (design, inclusion/exclusion, searching and screening, coding, analyzing/synthesizing, reporting) and was guided by the Technology-Personal-Environment (TPE) framework. The review examined causes and consequences, and strategies to prevent/reduce digital distraction. Measures used, modalities studied, and devices used in digital distraction research were also synthesized. Causes for digital distraction were technology distractors (51.95%), personal needs (37.66%), and instructional environment (10.39%) factors. Consequences for digital distraction included personal performance issues (66.67%), ineffective classroom instruction (23.33%), and problematic technology use (10%). Prevention strategies included classroom environment regulations (41.03%), technology controls (30.77%), and personal behavioral interventions (28.21%). The findings have implications for instructors, students, administrators, instructional designers and researchers. This systematic review adopted a multi-faceted approach to effectively mitigate digital distractions. </p>

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Digital distractions in education: a systematic review of research on causes, consequences and prevention strategies

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月7日

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  • Florence Martin,
  • Siyu Long,
  • Katy Haywood,
  • Kui Xie

摘要

Digital distraction in education 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 systematic review examined 26 articles using the DISCAR process (design, inclusion/exclusion, searching and screening, coding, analyzing/synthesizing, reporting) and was guided by the Technology-Personal-Environment (TPE) framework. The review examined causes and consequences, and strategies to prevent/reduce digital distraction. Measures used, modalities studied, and devices used in digital distraction research were also synthesized. Causes for digital distraction were technology distractors (51.95%), personal needs (37.66%), and instructional environment (10.39%) factors. Consequences for digital distraction included personal performance issues (66.67%), ineffective classroom instruction (23.33%), and problematic technology use (10%). Prevention strategies included classroom environment regulations (41.03%), technology controls (30.77%), and personal behavioral interventions (28.21%). The findings have implications for instructors, students, administrators, instructional designers and researchers. This systematic review adopted a multi-faceted approach to effectively mitigate digital distractions.