Exploring Factors That Influence Technology-Based Distractions in Bring Your Own Device Classrooms
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| Title: | Exploring Factors That Influence Technology-Based Distractions in Bring Your Own Device Classrooms |
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| Language: | English |
| Authors: | Kay, Robin, Benzimra, Daniel, Li, Jia |
| Source: | Journal of Educational Computing Research. Dec 2017 55(7):974-995. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Influence of Technology, Attention Control, Handheld Devices, Technology Uses in Education, Secondary School Students, Data Collection, Use Studies, Gender Differences, Social Media, Games, Teaching Methods, Barriers, Data Analysis, Qualitative Research, Statistical Analysis |
| Geographic Terms: | Canada |
| DOI: | 10.1177/0735633117690004 |
| ISSN: | 0735-6331 |
| Abstract: | Previous research on distractions and the use of mobile devices (personal digital assistants, tablet personal computers, or laptops) have been conducted almost exclusively in higher education. The purpose of the current study was to examine the frequency and influence of distracting behaviors in Bring Your Own Device secondary school classrooms. Quantitative and qualitative data were collected from 181 secondary school students (55 female and 126 male) enrolled in three schools across Canada. Almost 80% of the students reported being on task regularly when using mobile devices in class. However, students also engaged in at least one of five distracting activities "occasionally or regularly" with their mobile devices including emailing (64%), surfing the web (65%), using social media (52%), instant messaging (32%), and playing games (30%). Female students engaged with social media significantly more than male students, whereas male students played games significantly more than female students. Students were rarely distracted by peer use of mobile technology devices. Students were more distracted by their own use of mobile devices when engaged in independent or group work, and less distracted with lectures and student presentations. Students claimed that teacher and school restrictions were probably the most effective method to limit distracting behavior while learning. |
| Abstractor: | As Provided |
| Number of References: | 51 |
| Entry Date: | 2017 |
| Accession Number: | EJ1160367 |
| Database: | ERIC |
| Abstract: | Previous research on distractions and the use of mobile devices (personal digital assistants, tablet personal computers, or laptops) have been conducted almost exclusively in higher education. The purpose of the current study was to examine the frequency and influence of distracting behaviors in Bring Your Own Device secondary school classrooms. Quantitative and qualitative data were collected from 181 secondary school students (55 female and 126 male) enrolled in three schools across Canada. Almost 80% of the students reported being on task regularly when using mobile devices in class. However, students also engaged in at least one of five distracting activities "occasionally or regularly" with their mobile devices including emailing (64%), surfing the web (65%), using social media (52%), instant messaging (32%), and playing games (30%). Female students engaged with social media significantly more than male students, whereas male students played games significantly more than female students. Students were rarely distracted by peer use of mobile technology devices. Students were more distracted by their own use of mobile devices when engaged in independent or group work, and less distracted with lectures and student presentations. Students claimed that teacher and school restrictions were probably the most effective method to limit distracting behavior while learning. |
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| ISSN: | 0735-6331 |
| DOI: | 10.1177/0735633117690004 |
