Distraction and Fragmented Attention in Education: A Literature Review
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Author
Society for Information Technology & Teacher Education International Conference, Mar 25, 2024 in Las Vegas, Nevada, United States ISBN 978-1-939797-76-6
Abstract
Instructional Design can improve student learning and knowledge retention, but distracted students will miss content despite how well the course has been instructionally designed. The use of devices in the classroom can fragment student attention, causing students to pay only partial attention to classroom activities and potentially impact their learning and the learning outcomes of the class. While designing instruction is important to achieve expected learning outcomes, there are external factors from cell phones, social media, and many other activities on devices that have become an enormous part of student culture. Students often experience a fear of missing out that captures their attention and pulls them away from classroom activities. This paper discusses some of the literature surrounding devices distracting students or fragmenting their attention during class meetings.
Citation
Glotzbach, R. (2024). Distraction and Fragmented Attention in Education: A Literature Review. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 941-944). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/p/224066.
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