Distractions in digital reading: a meta-analysis of attentional interference effects

This study advances the understanding of the cognitive-neurological foundations of attention and cognitive load theory, emphasizing the limited capacity of attention in online environments and the need to balance cognitive load to improve reading comprehension. It encourages minimizing distractions such as background music and videos, designing interactive online platforms that promote focus and selfregulated learning, using tools such as eye-tracking to monitor attention, and implementing tailored interventions that help students develop effective selfregulation strategies for better comprehension.