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

Abstract

Abstract 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.

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