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.
Martin et al. (Thu,) studied this question.