Digital distraction in the classroom: Instructor perceptions and experiences teaching in the digital age

Presentation given at American Educational Research Association, Toronto, Canada.

Student use of mobile technology (e.g., mobile phones, laptops) for off-task purposes has become ubiquitous in many college classrooms. Although research has shown the negative impact digital distraction has on student learning, less is known about how instructors view and react to this problem. This study explored how instructor perceptions of student digital distraction influence their instructional design decisions and teaching experiences. Findings revealed that instructors view digital distraction as a frequently occurring phenomenon. However, instructors were divided in their perceived responsibility to curb the behavior. Instructors reported a greater reliance on proactive prevention strategies than reactive prevention strategies out of concern for negatively impacting student—instructor rapport. Moreover, instructors reported negative affective reactions to student digital distraction.