Digital Addiction and Academic Outcomes

SUMMARY

Existing Knowledge:

1. Digital addiction (DA) encompasses compulsive overuse of digital devices like smartphones, gaming, and social media, with parallels to other behavioral addictions.

2. Prior research links DA to diminished academic performance due to multitasking, cognitive overload, and attention diversion.

3. The proliferation of digital tools has made them integral to modern education while raising concerns about their misuse among students.

New Insights:

1. Tülübash et al. traced the thematic evolution of DA research, showing a shift from initial focus on smartphone addiction to broader issues like social media's role in life satisfaction and academic success.

2. The study highlighted increasing global research on DA and academic achievement (AA) over the past decade, with significant contributions from both Eastern and Western scholars.

3. Key gaps include investigating family and societal factors influencing DA, and the need for interventions targeting digital self-regulation and academic behaviors.

Putting Research into Practice:

1. Promote Digital Literacy: Schools should incorporate programs that educate students on managing digital use responsibly, reducing risks of addiction.

2. Develop Interventions: Educators and policymakers must create strategies that balance digital tool benefits with mitigation of their negative impacts on learning outcomes.

3. Encourage Holistic Support Systems: Parents, teachers, and community stakeholders can collaborate to foster environments that minimize distractions and support academic engagement.

Reference:
Tülübash, T., Karakose, T., & Papadakis, S. (2023). A holistic investigation of the relationship between digital addiction and academic achievement among students. European Journal of Investigation in Health, Psychology, and Education, 13(10), 2006–2034. https://doi.org/10.3390/ejihpe13100143

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2024). Digital Addiction and Academic Outcomes. Excellent Educator, 1(17), 3. https://doi.org/10.6084/m9.figshare.28031156