Preventing digital distraction in secondary classrooms: A quasi-experimental study

Abstract

Technology serves as an effective learning tool in K-12 classrooms, yet its presence often leads to distraction, diverting students’ attention and disrupting their focus on primary activities. It is important for educators to effectively integrate technology while minimizing distractions. This study employs a quasi-experimental design utilizing a pre- and post-survey control group model to assess digital distraction among secondary students enrolled in Spanish classes. The experimental group was provided with digital distraction prevention strategies, including (a) lessons targeting digital distraction and establishing behavior expectations, (b) weekly self-checklists, and (c) visual prompts integrated into daily lessons, while the control group participated in business-as-usual instruction. Pre- and post-survey data were analyzed through Cumulative Link Mixed Models. Overall, digital distraction prevention strategies showed mixed outcomes across attentional impulsiveness, online vigilance, multitasking behaviors, and emotion regulation; only a significant reduction in digital distraction related to phone use was found (odd ratio = 0.29, p = .034). Although students in the experimental group reported a decline in estimated time spent on digital distractions compared to the control group, the difference was not statistically significant. These findings highlight the complexity of addressing digital distraction and underscore the need for continued development and evaluation of effective strategies in K-12 classrooms. Limitations and future research are also discussed.