Learner-instructor and learner-content engagement strategies are negatively associated with digital distraction in online courses¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2025 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Engagement strategies with instructors and learning content emerged as negatively associated with digital distractions, including instructor-driven reflective opportunities, interactive synchronous sessions, and use of optional online resources to explore topics in greater depth. → Shi 2025
Evidence¶
Shi 2025¶
Shi, H., Bi, R., Lin, X., & Dai, Y. (2025). Decreasing Digital Distraction in College Students: Associated Online Learning Strategies Identified by Unsupervised Data Mining Approaches. https://doi.org/10.17605/OSF.IO/P85S3
q2 · i? · associational · r2
ARM single-antecedent rules in the 530-student survey. Table 2 shows LI rules (e.g., instructor creates clear course orientation, phi = -0.069) and LC rules (e.g., using optional online resources to explore topics in more depth, phi = -0.102, p = .019) associated with the low-distraction group.
"Furthermore, engagement strategies with instructors and learning content also emerged as negatively associated with digital distractions (see LI and LC rules in Table 2)."
Discussion¶
Related Claims¶
- Demographic characteristics (gender, age, race, major) showed no significant association with lower digital distraction in the rule-mining profiles — related
- Clustering of association rules yields four distinct strategy-combination profiles characterizing lower digital distraction — related
- In association-rule mining of survey data from 530 college students in online courses, goal setting, environment structuring and time management were the strategies most often associated with lower digital distraction — related
- Peer-related help-seeking and learner-learner engagement strategies appear less often in profiles of students with lower digital distraction — related
- Personal instructor messages and reflective assignments showed the largest individual associations with online course satisfaction, and personal messages with fewer motivation problems — related
- Technical confidence using digital learning tools is positively associated with lower distraction levels among online learners — related
- Online students value learner-to-instructor engagement strategies most among the three interaction categories — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
instructor-content-engagement-associated-lower-distraction |
title |
Learner-instructor and learner-content engagement strategies are negatively associated with digital distraction in online courses |
description |
Learner-instructor and learner-content engagement strategies are negatively associated with digital distraction in online courses |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
source_checked |
2026-10-17 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — shi-2025 |
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