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An Empirical Study of the Factors that Influence In-Class Digital Distraction among University Students: A U.S. – Namibia Cross-Cultural Study

An Empirical Study of the Factors that Influence In-Class Digital Distraction among University Students: A U.S. – Namibia Cross-Cultural Study

Ravi Nath, Leida Chen, H. N. Muyingi
Copyright: © 2017 |Pages: 18
ISBN13: 9781522507789|ISBN10: 1522507787|EISBN13: 9781522507796
DOI: 10.4018/978-1-5225-0778-9.ch022
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MLA

Nath, Ravi, et al. "An Empirical Study of the Factors that Influence In-Class Digital Distraction among University Students: A U.S. – Namibia Cross-Cultural Study." Gaming and Technology Addiction: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2017, pp. 473-490. https://doi.org/10.4018/978-1-5225-0778-9.ch022

APA

Nath, R., Chen, L., & Muyingi, H. N. (2017). An Empirical Study of the Factors that Influence In-Class Digital Distraction among University Students: A U.S. – Namibia Cross-Cultural Study. In I. Management Association (Ed.), Gaming and Technology Addiction: Breakthroughs in Research and Practice (pp. 473-490). IGI Global. https://doi.org/10.4018/978-1-5225-0778-9.ch022

Chicago

Nath, Ravi, Leida Chen, and H. N. Muyingi. "An Empirical Study of the Factors that Influence In-Class Digital Distraction among University Students: A U.S. – Namibia Cross-Cultural Study." In Gaming and Technology Addiction: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 473-490. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0778-9.ch022

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Abstract

Classroom access to computers, smart phones, and the Internet may be indispensable for teaching and learning both for the student and instructor, yet these technologies can also be an impediment to learning as students tend to use them to engage in activities unrelated to the classwork. Using survey data collected from 187 US and 204 Namibian university students, this paper examines the factors that influence students' in-class digital distraction from a cross-cultural perspective. The findings suggest that Internet addiction, learning style preference, contextual and individual student factors significantly influence the intensity of student in-class digital distraction. The paper concludes with a discussion of the pedagogical and classroom management implications of the findings and provides recommendations for researchers as well as educators.

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