Full Professor Chicago State University College of Health Sciences and Pharmacy Chicago, Illinois, United States
Disclosure(s):
Kaleta Morris, BS: No financial relationships to disclose
Introduction/Rationale: The rapid integration of digital technologies into daily life has transformed the educational landscape, providing unprecedented access to information and learning tools. However, this digital shift has also introduced a major challenge: digital distraction. Students today are increasingly prone to interruptions from smartphones, social media, instant messaging, and other online platforms during class time. These distractions can break attention, lower cognitive engagement, and hinder academic success.
Methods: We at Chicago State University used appropriate surveillance methods, such as direct observation, digital monitoring, biometric sensors, and self-reporting tools. Ensured ethical practices by obtaining informed consent, protecting privacy, and maintaining transparency. Used tools such as LMS analytics, screen-monitoring software, and video analysis platforms to collect data. Analyzed the data using qualitative or quantitative methods.
Results: We examined how constant connectivity and the lure of digital entertainment compete with academic tasks, leading to decreased concentration and poorer retention of instructional content. Data show that even glances at mobile devices during class can interrupt the learning process, as the brain needs time to refocus after each distraction. Additionally, the habitual use of multiple digital platforms fosters a culture of multitasking, which has been shown to impair deep learning and critical thinking. The current study also examines the psychological and behavioral aspects of digital distraction, digital dependency, and decreased self-regulation among students.
Conclusion: The current study also examines the psychological and behavioral aspects of digital distraction, digital dependency, and decreased self-regulation among students. In response, educators are considering strategies such as digital detox periods, device-free classrooms, and the use of educational technologies that encourage active learning rather than passive consumption.
