Digital Distractions: An Analysis of Phone Usage Patterns, Cultural Influences, and Academic Performance Among University Students

Abstract

This study delves into the dynamics of phone usage patterns, cultural influences, and academic performance among university students across Taiwan and Vietnam, examining 387 students via an online survey. Contrary to the predictions of cognitive load theory, the findings reveal that the mere proximity of phones during study sessions does not directly impact academic performance. Instead, the study identifies several moderating factors that shape this relationship. Notably, the quality of the university, the field of study, and specific cultural orientations—particularly long-term orientation and indulgence—significantly influence how phone location affects performance. Students from higher-ranked universities and those with a strong long-term focus exhibited greater resilience to potential distractions posed by nearby phones, while indulgent tendencies tended to amplify the negative impacts. These findings underscore the pivotal role of cultural context in effectively addressing digital distractions within educational settings. Advocating for a culturally responsive approach, the study suggests that interventions and policies should be specifically tailored to the distinct cultural, institutional, and individual factors that influence students’ interactions with technology and its effects on learning. By embracing this multifaceted understanding, educators and policymakers can develop more effective strategies to enhance student focus and academic success in the digital era.