مطالعه پدیدارشناسانه عوامل زمینهساز حواسپرتی دیجیتال دانشآموزان در آموزش مجازی مبتنی بر تجربه زیسته معلمان | ||
| Iranian Distance Education Journal | ||
| Article 9, Volume 7, Issue 2, November 1404 PDF (475.5 K) | ||
| Document Type: علمی-پژوهشی | ||
| DOI: 10.30473/idej.2025.74365.1235 | ||
| Authors | ||
| حمید احمدی هدایت* 1; مرتضی گلشنی گهراز2; زهرا ثمری ابراهیم زاده3; کمال نصرتی هشی1 | ||
| 1Faculty member of Farhangian University | ||
| 2Master's student in Educational Psychology, Allameh Amini University of Education, Tabriz, Iran | ||
| 3PhD Candidate in Sports Physiology, Shahrekord University, Iran | ||
| Abstract | ||
| Background and Objectives: Addressing digital distraction among students is critical, as its management can enhance focus and foster deeper learning. This study aims to explore the factors contributing to digital distraction in virtual education through a phenomenological lens, drawing on teachers’ lived experiences. Methods: This qualitative study adopts a phenomenological approach. The research population consisted of secondary school teachers in Karaj during the 2023-2024 academic year. Participants were selected using purposive sampling until data saturation was reached, resulting in 21 teachers. Data were collected through in-depth, semi-structured interviews conducted as two-way dialogues. To ensure the validity and reliability of the interviews, techniques such as triangulation, member checking, parallel data collection, and researcher self-review were employed. Findings: Interviews revealed that most teachers identified several factors contributing to digital distraction, including environmental and psychological factors, unnecessary digital activities, educational and instructional factors, constant online communication, and deficiencies in emotional self-regulation. They proposed solutions such as family-based strategies, engaging mental and natural activities, emotional support, and creating an optimal learning environment. Conclusion: Managing and mitigating the factors contributing to digital distraction can significantly improve the quality of student learning. | ||
| Keywords | ||
| Lived experience; digital distraction; enabling factors; solutions | ||
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