Archives

Kalinangan Refereed Journal

Volume no. 24 | 2017/11
Issue no. 1


Title
DIGITAL DISTRACTION AMONG COLLEGE STUDENTS OF THE UNIVERSITY OF BATANGAS
Author
Africa, Augusto C., Ph.D; Cortez, Felicitas M., MAE; Gamara, Amabella, MAE
Views: 566 Cited: 4
Downloads: 5
Click here to download
Abstract
This study aimed to determine the extent of digital distraction among the college students of the University of Batangas. The study sought to find out the extent of learning distraction brought about by the use of the digital devices, the relevance of the use of digital devices in classroom activities as perceived by the students, and to establish whether there is a significant relationship between digital distraction and the student users when grouped according to profile. A researcher constructed questionnaire was used to elicit data from the respondents. Questions included the respondents’ demographic characteristics, the extent of their use of digital devices even during class and the common use of digital devices for non-classroom purposes. The researchers used descriptive and correlational research designs with 117 respondents enrolled in the English Proficiency course. The data were statistically analyzed using SPSS. The researchers employed Mean, t-test and one-way ANOVA. The findings of the study revealed that respondents spent 5-6 hours a day using digital devices for nonclassroom purposes and commonly use gadgets for downloading online applications and listening to music, dub smashing, creating video logs and communicating with their network of friends. This study also found out that using digital devices for non-classroom activities distracts students from learning to a great extent. The respondents considered digital devices relevant only in so far as in creating podcasts and blogs. Lastly, no significant relationship was found between the demographic characteristics of the respondents and the extent of their distraction. The results implied that the respondents are distracted to a great extent. The researchers recommended proper and positive use of digital devices, a more strict monitoring system inside the classroom to deter students from using digital devices for non-classroom activities and integration of technology based lessons in the curriculum to increase students’ engagement in the classroom.
Keywords
digital device, digital distraction, college students, quantitative research, University of Batangas
References
Barak, A. & Gluck-Ofri, O. (2007). Degree and reciprocity of selfdisclosure in online forums. Cyber-Psychology and Behavior.10(3). Retrieved from https://books.google.com.ph/books?id=p2etDgAAQBAJ&pg=PA212&dq=Azy+Barak+and+Orit+Gluck-Ofri&hl

Buckner, E. & Kim, P. (2013). Integrating technology and pedagogy for inquiry-based learning: The Stanford Mobile Inquiry-based Learning Environment (SMILE). Springer Journal, 44(1).

Blumenfeld, P., B.J.Fishman, Krajin,J., and Marx, R. (2000). Creative useable innovations in systemic reforms: Scaling up technologyembedded project based science in urban schools. Educational Psychologists,35(3).

Campbell, S.W., (2006). Distractions in the wireless classroom. Chronicle of Higher Education, 21. Retrieved from Academic Search Premier Database, October, 2016.

Cheever, A., Rosen, L., Carrier, M., & Chavez, A.(2014). Out of sight is not out of mind: The impact of restricting wireless mobile device use on anxiety levels among low, moderate, and high users. Computers in Human Behavior. Retrieved from http://www.csudh.edu/psych/Out_of_sight_is_not_out_of_mindCheever,Rosen,Carrier,Chavez_2014.pdf. January, 2017.

Dahlstrom, E. & Bischel, J. (2014). ECAR’s study of undergraduate students and information technology. Retrieved from file:///C:/Users/hp/Downloads/ECAR_Students%20and%20IT%20 Study.pdf., 3.

Echeverria, A., Nussbaum, M., Calderon, JF., Bravo, C., Infante, C., & Vasquez, A.(2011). Face to face collaborative learning supported by mobile phones. Interactive Learning Environments, 19(4).

Flanigan, A. & Babchuck, A. (2015). Social media as academic quicksand: A phenomenological study of student experiences in and out of the classroom. Learning and Individual Differences, 44: 40-45.

Fried, C. (2008). In-class laptop use and its effects on student learning. Computers & Education. 50(3): 906-914.

Goleman, D. (2013). Focus: The hidden driver of excellence. Business Book Summaries. Harper Collins, 2-4 Retrieved from http://www.indiebound.org/book/9780062114860. April, 2016.

Gross, E. (2004). Adolescent internet use: what we expect, what teens report? Applied Developmental Psychology, 25:633–649.

Hembrooke, H. & Gay, G., (2003). The laptop and the lecture: The effects of multi-tasking in learning environments. Journal of Computing in Higher Education, 15(1).

Junco, R. (2011). Too much face and not enough books: The relationship between multiple Indices of facebook use and academic performance. Computers in Human Behavior, 28(1).

Kuznekoff, J., Munz, S. & Titsworth,S., (2013). Mobile phones in the classroom: Examining the effects of texting, twitter, and message content on student learning. Journal of Communication Education, 3(64).

Mayer, E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1).

McCoy, B. (2013). Digital distraction in class is on the rise. Journal of Media Education. 7(1). Retrieved January, 2016.

McCoy, B.(2015). Digital distraction in the classroom phase II. Journal of Media Education. 7(1):5.

McKenzie, J., Pizzica, J., Gosper, M., Malfroy, J., & Ashford-Rowe, K. (2014). Socio-economic status and students’ experiences of technologies: Is there a digital divide? In B. Hegarty, J.

Nalliah, R. & Allaredy, V. (2014). Students distracted by electronic devices perform at the same level as those who are focused on the lecture. PeerJ Journal, 2:e572. Retrieved from https://doi.org/10.7717/peerj.572.

Nworie, J. &.Houghton, N. (2000). Good intentions and unanticipated effects: The unintended consequences of application of technology in teaching and learning environments., Tech Trends, 5(5).

Oye, N.D., Ilahad, N. Madar, M.J. , & .Ab.Rahim, N. (2016). The impact of e-learning on students’ performance in tertiary institutions. Asian Journal of Education and e-Learning, 4 (3).

Pearce, K. & Rice, R. (2013). Digital divides from access to activities: Comparing mobile and personal computer internet users. Journal of Communication, 63(4):721-744.

Purcell, D., (2009). Adapting to students’ learning styles: Engaging students with cell phone technology in organic chemistry instruction. Journal of Chemical Education, 86 (10).

Radesky, J. (2014). Patterns of Mobile Device Use by Caregivers and Children During Meals in Fast Food Restaurants. Journal Pediatrics, 133:843-844.

Richtel, M., (2012). Technology changing how students learn. Retrieved from www.supportingeducation.org/2013/11/11/technologyclassroom-really-affects-learning/. October, 2016.

Rosen, L., Carrier, L.M. & Cheever, N. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior. Elsevier Journal.29.

Rosen, L. & Samuel A. (2015). Conquering digital distraction. Harvard Business Review,110-113.

Smith, S. & Caruso J.B. (2010). The ECAR study of undergraduate students and information technology. ECAR Research Study,9.

Thompson, S. & Lougheed, E. (2012). An exploratory study of gender differences in social network communications among undergraduate men and women. College Student Journal. 46(1):88-98.

Wasserman, I. & Richmond-Abbott, M. (2005). Gender usage differences. Social Science Quarterly, 86: 252-270.

Wilson, L. & Piraino, A. (2015). An engaging distraction: Cellphones in the classroom. Retrieved from https://www.researchgate.net/profile/Annaliese_Piraino/publication/. January, 2017.