عوامل موثر بر حواس ‌پرتی دیجیتال دانشجویان در یادگیری الکترونیکی ایام کووید 19

با شیوع پاندمی کووید، یادگیری الکترونیکی مهم‌ترین روش آموزش شد. یکی از چالش‌های این نوع یادگیری حواس‌پرتی دیجیتال دانشجویان است. لذا شناسایی حواس‌پرتی دیجیتال دانشجویان و عوامل موثر بر آن حائز اهمیت است. پژوهش حاضر باهدف طراحی و اعتبار یابی ابزار سنجش عوامل موثر بر حواس‌پرتی دیجیتال دانشجویان انجام شد. روش پژوهش توصیفی همبستگی و از نوع کاربردی بود. 160 نفر از دانشجویان دانشکده علوم تربیتی و روانشناسی دانشگاه بیرجند به شیوه در دسترس انتخاب شدند. جمع‌آوری اطلاعات با استفاده از پرسشنامه محقق ساخته بود. برای سنجش روایی سازه، از تحلیل عاملی اکتشافی با چرخش واریماکس استفاده شد. تحلیل عاملی اکتشافی با شناسایی هفت مولفه 62 درصد واریانس سازه حواس‌پرتی دیجیتال را تبیین ‌کرد. 1)  حواس‌پرتی دیجیتال؛ 2) درس و استاد؛ 3) نگرش به آموزش الکترونیکی در ایام کووید؛ 4) روش تدریس؛ 5) حواس‌پرتی متداول؛ 6) فنون مدیریت حواس‌پرتی؛ 7) تدریس تعاملی؛ مولفه‌ها بودند. پایایی ابزار با ضریب آلفای کرونباخ برای کل ابزار 88% و خرده مقیاس‌ها، بین 0.69 تا 0.81 به دست آمد.  محاسبه ضرایب همبستگی بین خرده مقیاس‌ها و نمره کل، ضریب بین 0.27 تا 0.73 را نشان داد. تمامی خرده مقیاس‌ها به‌جز «نگرش به آموزش الکترونیکی» با کل مقیاس همبستگی مثبت و بالایی دارند.

factors affecting students’ digital distraction in e-learning in the covid pandemic 19

at the end of 2019, with the emergence of a new type of coronavirus called covid 19, the world underwent extensive and profound changes in various areas of human life. one of the aspects that has been strongly affected by this phenomenon is the field of education and learning; with the spread of the covid pandemic, followed by the abolition of traditional and face-to-face education, e-learning became one of the most important methods of education in the world. the learning of this method was such that for the first time in the history of the world, almost all teachers and educators taught virtually, and all learners also taught virtually. meanwhile, the beginning and continuation of e-learning due to the conflict of countries with this sudden and widespread phenomenon that involved all sectors of a country from industry to education faced many challenges. lack of necessary infrastructure, economic, cultural, technical problems, etc. are among them. in the field of education and in particular, one of the challenges of e-learning is the student not being seen while teaching in the virtual classroom and the lack of two-way interactions between teacher and student and, consequently, their distraction. this phenomenon is called digital distraction. e-learning has given rise to digital distraction as a pervasive phenomenon as learning environments evolve. the implementation of all traditional classrooms virtually, which has naturally been accompanied by a reduction in the supervision of professors and teachers, has exacerbated this problem. unintentional use of electronic devices can be a source of digital distraction. on the other hand, studies have shown that people who use electronic devices and are not satisfied with their education are more likely to have multifunctional and divided attention in the classroom. this group of learners is more distracted. sometimes digital distraction leads to personal injury; the entire above can be mentioned in the discussion of personal injuries. but sometimes this phenomenon damages the learning of other students. for example, open and closed laptops, doing extracurricular activities, changing background photos, etc. are some of the things that distract other students more and this is done by subconsciously changing their attention to electronic devices and damaging their learning. therefore, electronic devices such as laptops, etc. cause disorders in students ’senses and are considered a factor in reducing their accuracy, and as a result, reduce their comprehension and, consequently, their learning rate, and significantly affect students’ academic performance. . in fact, it can be added that students use laptops and mobile phones to check emails, browse and browse social networks, update personal pages, read news, watch movies, shop online, and play games while teaching professors. it has a negative effect on students’ learning, and impairs their understanding of the curriculum and their classroom performance in general. therefore, identifying students’ digital distractions and the factors affecting it is important. the aim of this study was to design and validate tools for measuring the factors affecting students’ digital distraction in e-learning. the main research method of the combined research was a sequential exploratory design of the tool development model; the focus of this article is on the report of the quantitative research section.