Navigating Digital Distraction in Learning: The Role of Technology, Emotions, and Classroom Environment

In today’s technology-driven academic environments, digital distraction has become a critical challenge to student concentration and learning effectiveness. This study investigates the psychological, behavioral, and contextual factors influencing digital distraction among university students. Drawing on Cognitive Load Theory, Self-Regulation Theory, and Attention Control Theory, the study develops and tests a comprehensive structural model incorporating Technology Usage Frequency, Cognitive Load, Emotional State, Self-Regulation Ability, and Social Media Engagement, with the Classroom Environment as a moderator. Data were collected from 508 valid responses via an online survey and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that Technology Usage Frequency and Cognitive Load are key predictors of digital distraction, while Self-Regulation Ability serves as a protective factor. Emotional State and Social Media Engagement also contribute to distraction, although the link between social media and emotional state was not statistically significant. Furthermore, the Classroom Environment significantly moderates several relationships, amplifying or buffering their effects on distraction. The model explains 47.1% of the variance in digital distraction, offering strong empirical support for its explanatory power. The study provides theoretical insights into the interplay between internal and external influences on attention and delivers practical recommendations for designing distraction-resistant learning environments.