Digital distraction research is predominantly quantitative (69.23%), focused on higher education (92.3% of studies), and relies mainly on surveys¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Of the 26 reviewed studies, 18 (69.23%) used quantitative methods, five (19.24%) mixed-methods, and three (11.54%) qualitative designs. → Florence Martin 2025 q2 i? Surveys were the most common data collection method, employed in 20 of 26 studies (76.92%). → Florence Martin 2025 (2)

Evidence¶

Florence Martin 2025¶

Florence Martin, Siyu Long, Katy Haywood, Kui Xie. (2025). Digital distractions in education: a systematic review of research on causes, consequences and prevention strategies. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10550-6

q2 · i? · review · r2

The review's methodological synthesis across the 26 included studies reports the design distribution verbatim: "quantitative methods (n = 18, 69.23%)", qualitative 11.54%, mixed-method 19.24%.

"The research design employed in digital distraction studies predominantly used quantitative methods (n = 18, 69.23%), with qualitative methods accounting for three (11.54%) and mixed-method designs used in five studies (19.24%)."

Florence Martin 2025 (2)¶

Florence Martin, Siyu Long, Katy Haywood, Kui Xie. (2025). Digital distractions in education: a systematic review of research on causes, consequences and prevention strategies. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10550-6

q2 · i? · quant-synthesis · r2

The review reports surveys as the most used data collection method (20 studies, 76.92%), followed by interviews (n = 7, 26.92%) and grades/assessment scores (n = 6, 23.08%).

"Among the various data collection methods, surveys were employed in 20 studies (76.92%)."

Discussion¶

Related Claims¶

• Causes of digital distraction in education are distributed across technology distractors (51.95%), personal needs (37.66%), and instructional environment factors (10.39%) — related
• Consequences of digital distraction are predominantly personal performance issues (66.67%), followed by disrupted classroom instruction (23.33%) and problematic technology use (10%) — related
• Proposed prevention strategies for digital distraction divide into classroom environment regulations (41.03%), technology controls (30.77%), and personal behavioral interventions (28.21%) — related
• Most empirical studies adopted a quantitative research approach — related
• The 32 included studies were predominantly quantitative and cross-sectional, with questionnaire sample sizes ranging from 17 to 815 students — related
• Quantitative questionnaire methodology dominates digital competence research in higher education — related
• The review systematically analysed 44 writing-support tools across 26 quantitative and qualitative features — related