Influence of technological distractions on learning
DOI:
https://doi.org/10.36958/sep.v8i1.307Keywords:
technological distraction, academic performance, digital devices, social media, learningAbstract
OBJECTIVE: is to identify the most common technological distractions, evaluate their influence on academic performance and explore the strategies that students have adopted to deal with them. METHOD: uses an exploratory qualitative research design on the impact of technological distractors on learning and the formation of linguistic landscapes in schools in Quetzaltenango, Guatemala. The qualitative approach is suitable for obtaining an in-depth and detailed understanding of students’ experiences, perceptions, and behaviors in relation to the use of digital devices and social networks in their educational context. RESULTS: influence of Technological Distractors on Learning. The results of semi-structured interviews conducted with 10 students from one of the private schools in Quetzaltenango, Guatemala, reveal consistent patterns regarding the influence of technological distractors on learning. The findings from the qualitative analysis revealed that all participants reported feeling influenced by constant social media notifications, which frequently interrupted their study processes. A significant proportion of students also expressed that instant messaging is a frequent source of distraction. Furthermore, some participants noted that alerts from games or other apps also captured their attention, affecting their concentration and continuity in academic tasks.
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