Cyber-slacking in the classroom: Potential for digital distraction in the new age |
| |
Affiliation: | 1. University of Macau, China;2. University of Oklahoma, USA;3. Mississippi State University, USA;1. Department of Psychology, Montclair State University, 1 Normal Avenue, Dickson Hall, Montclair, New Jersey 07043, United States;2. Department of Psychology, Louisiana Tech University, Woodard Hall, Office 122, Ruston, LA 71272, United States;3. Department of Psychology, Illinois State University, Campus Box 4620, Normal, IL 61790, United States;1. Department of Informatics, Gazi University, Ankara, Turkey;2. Turkish Grand National Assembly, Turkey;3. Department of Primary School Teaching, TED University, Turkey;4. Department of Computer Education and Instructional Technology, Hacettepe University, Turkey |
| |
Abstract: | In the modern world of constant connectivity, it is difficult to detach students from technology. Today, we walk into classrooms that are filled with computers and Ethernet plugs. Students are carrying laptops, smartphones, and other devices into classrooms for their learning needs. Although technology in classroom has its benefits, many students constantly succumb to its use during class for non-class related purposes, thereby impacting their learning. This study draws upon the augmented version of the theory of planned behavior, social learning theory and the pedagogical literature to investigate the factors influencing students' attitudes and intentions to use technology during class for non-class related purposes. The hypothesized model was validated by conducting a survey to collect the data and using partial least squares for analysis. The results demonstrate that students' attitudes are influenced by student consumerism, escapism, lack of attention, cyber-slacking anxiety, and distraction by others' cyber-slacking behavior. Further, lack of attention is shaped by intrinsic and extrinsic motivation, class engagement, and apathy towards course material. Theoretical and practical implications of the findings are discussed. |
| |
Keywords: | Cyber-slacking Improving classroom teaching Pedagogical issues Teaching/learning strategies |
本文献已被 ScienceDirect 等数据库收录! |
|