An empirical study of the factors that influence in-class digital distraction among university students

A U.S. - Namibia cross-cultural study

Ravinder Nath, Leida Chen, H. N. Muyingi

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Classroom access to computers, smart phones, and the Internet may be indispensable for teaching and learning both for the student and instructor, yet these technologies can also be an impediment to learning as students tend to use them to engage in activities unrelated to the classwork. Using survey data collected from 187 US and 204 Namibian university students, this paper examines the factors that influence students' in-class digital distraction from a cross-cultural perspective. The findings suggest that Internet addiction, learning style preference, contextual and individual student factors significantly influence the intensity of student in-class digital distraction. The paper concludes with a discussion of the pedagogical and classroom management implications of the findings and provides recommendations for researchers as well as educators.

Original languageEnglish
Pages (from-to)1-18
Number of pages18
JournalInformation Resources Management Journal
Volume28
Issue number4
DOIs
StatePublished - Oct 1 2015

Fingerprint

Namibia
cultural studies
university
student
learning
Internet
classroom
addiction
Empirical study
Cross-cultural studies
Influence factors
World Wide Web
instructor
educator
Teaching
management
Addiction
Survey data
Impediments
Learning styles

All Science Journal Classification (ASJC) codes

  • Business and International Management
  • Strategy and Management
  • Library and Information Sciences

Cite this

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