RT info:eu-repo/semantics/article
T1 Digital distractions from the point of view of higher education students
A1 Pérez Juárez, María Ángeles
A1 González Ortega, David
A1 Aguiar Pérez, Javier Manuel
K1 Higher education
K1 Educational technology
K1 Classroom distractions
K1 Digital distractions
K1 33 Ciencias Tecnológicas
K1 58 Pedagogía
AB 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.
PB MDPI
SN 2071-1050
YR 2023
FD 2023
LK https://uvadoc.uva.es/handle/10324/64800
UL https://uvadoc.uva.es/handle/10324/64800
LA eng
NO Sustainability, Marzo 2023, vol. 15, n. 7. p. 6044
NO Producción Científica
DS UVaDOC
RD 24-nov-2024