Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 16 no. 10 (2024)

Glued on Gadget Buttons: Digital Distraction and Learning Motivation

Darilyn  Lucob | Rophel Mae Serion |  Kristine May Torreon | Kristel Diansay

Discipline: Education

 

Abstract:

Due to the sudden shift of colleges and universities to online distance learning from face-to-face learning, digital platforms have become more prominent in the academic life of college students. However, while these digital platforms served as an aid to learning, they could also contribute to their digital distraction. This study aimed to determine the relationship between digital distraction and learning motivation of college students at a Higher Educational Institution as they engage in online distance learning. Furthermore, the study intended to assess the students' level of digital distraction as indicated by social media usage, playing of video games, video streaming, reading/sending of text messages, and Internet addiction factors namely, emotional/psychological conflict and mood modification. It also assessed their level of learning motivation as indicated by value components, expectancy components, and an affective component. Descriptive statistics and bivariate correlation analysis were utilized to analyze the survey data. This study comprised 225 respondents who are college students aged 18 and above. Findings from a survey of these students revealed a significant positive correlation between students' digital distraction and their learning motivation in online classes, but only to a weak degree. Furthermore, the findings revealed that the students' overall level of digital distraction was moderate, whereas their overall level of learning motivation was relatively high. The researchers discussed evaluations of these results and recommendations for educators and future research. Considering that learning nowadays already revolves around the internet and various digital platforms, this study extends its significance to students around the world as they may be informed about the implications of digital distraction and its relationship with learning motivation. In addition, knowledge about this phenomenon might urge administrators of academic institutions and the public in general to cultivate self-regulation and responsible use of digital platforms in their learning pursuits to make digital learning sustainable.



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