Digital Distraction Levels of University Students in Emergency Remote Teaching

Autor/inn/en	Göl, Burak; Özbek, Ugur; Horzum, Mehmet Baris
Titel	Digital Distraction Levels of University Students in Emergency Remote Teaching
Quelle	In: Education and Information Technologies, 28 (2023) 7, S.9149-9170 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Göl, Burak) ORCID (Özbek, Ugur) ORCID (Horzum, Mehmet Baris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11570-y
Schlagwörter	Attention Control; College Students; Distance Education; Student Satisfaction; Foreign Countries; COVID-19; Pandemics; Electronic Learning; Electronics; Turkey + Suchen Sie Ihr Suchwort? Aufmerksamkeitstest; Collegestudent; Distance study; Distance learning; Fernunterricht; Ausland; Elektronik; Türkei
Abstract	The main objective of this study is to investigate the relationships between digital distraction, perceived learning, and general satisfaction in emergency remote teaching. Correlational design, one of the quantitative research methods, was used for the study. The study sample consists of 1532 university students in a Turkish university during COVID-19. The study results show a significant relationship between digital distraction, general satisfaction, and perceived learning. Digital distraction is negatively related to general satisfaction and perceived learning, and general satisfaction is positively related to perceived learning. When the independent demographic variables were analyzed, digital distraction scores were higher for females, those not working in any job, not participate orientation training, and not following the live class and watching it later. In addition, it was revealed that as the age of the students decreased, the digital distraction scores increased. It was found that digital distraction variables, the amount of digital distraction, sending instant messages, checking the time, boredom, sharing social media, and system usability were significant predictors of digital distraction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01