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 language | English (US) |
|---|---|
| Title of host publication | Gaming and Technology Addiction: Breakthroughs in Research and Practice |
| Publisher | IGI Global |
| Pages | 473-490 |
| Number of pages | 18 |
| Volume | 2 |
| ISBN (Electronic) | 9781522507789 |
| ISBN (Print) | 1522507787, 9781522507789 |
| DOIs | |
| State | Published - Aug 5 2016 |
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All Science Journal Classification (ASJC) codes
- Psychology(all)
- Computer Science(all)
Cite this
An empirical study of the factors that influence in-class digital distraction among university students : A U.S.-Namibia cross-cultural study. / Nath, Ravinder; Chen, Leida; Muyingi, H. N.
Gaming and Technology Addiction: Breakthroughs in Research and Practice. Vol. 2 IGI Global, 2016. p. 473-490.Research output: Chapter in Book/Report/Conference proceeding › Chapter
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TY - CHAP
T1 - An empirical study of the factors that influence in-class digital distraction among university students
T2 - A U.S.-Namibia cross-cultural study
AU - Nath, Ravinder
AU - Chen, Leida
AU - Muyingi, H. N.
PY - 2016/8/5
Y1 - 2016/8/5
N2 - 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.
AB - 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.
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U2 - 10.4018/978-1-5225-0778-9.ch022
DO - 10.4018/978-1-5225-0778-9.ch022
M3 - Chapter
AN - SCOPUS:85018550700
SN - 1522507787
SN - 9781522507789
VL - 2
SP - 473
EP - 490
BT - Gaming and Technology Addiction: Breakthroughs in Research and Practice
PB - IGI Global
ER -