Digital Distractions from the Point of View of Higher Education Students

Abstract

Technology enables a more sustainable and universally accessible educational model. However, technology has brought a paradox into students’ lives: it helps them engage in learning activities, but it is also a source of distraction. During the academic year 2021–2022, the authors conducted a study focusing on classroom distractions. One of the objectives was to identify the main digital distractions from the point of view of students. The study was carried out at an engineering school, where technology is fully integrated in the classroom and in the academic routines of teachers and students. Discussions and surveys, complemented by a statistical study based on bivariate correlations, were used with participating students (n = 105). Students considered digital distractions to have a significant impact on their performance in lab sessions. This performance was mainly self-assessed as improvable. Contrary to other contemporary research, the results were not influenced by the year of study of the subject, as the issue is important regardless of the students’ backgrounds. Professors should implement strategies to raise students’ awareness of the significant negative effects of digital distractions on their performance, as well as to develop students’ self-control skills. This is of vital importance for the use of technology to be sustainable in the long-term.

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