The rapid expansion of digital learning pathways offers unprecedented opportunities for enhancing educational engagement and accessibility in higher education. However, the proliferation of digital tools also presents significant challenges, particularly the risk of increased distractions. This study investigates the dual impact of digital learning on student engagement and academic performance, focusing on the strategies to manage distractions effectively. Conducted at the Universitat Politècnica de València, the research involved 325 students from various disciplines, utilizing a mixed-methods approach. Quantitative data were collected through surveys assessing students' use of digital learning platforms, their engagement levels, and academic performance. Qualitative insights were gathered from interviews to explore students' experiences with digital distractions. The findings reveal that while digital learning platforms enhance accessibility and provide interactive educational experiences, they also introduce numerous distractions, such as social media, gaming, and non-academic browsing. Students reported a struggle to maintain focus during online learning sessions, which negatively impacted their academic performance. However, those who employed structured digital detox strategies, such as setting specific study times, using productivity apps, and creating distraction-free study environments, demonstrated better engagement and improved academic outcomes. This study highlights the need for educational institutions to recognize and address the dual nature of digital learning pathways. By implementing comprehensive support systems, including digital literacy programs, time management workshops, and the integration of focus-enhancing technologies, educators can help students navigate the digital landscape more effectively. The paper concludes with practical recommendations for balancing the benefits of digital learning with the necessity of managing distractions.

Authors:
Santiago Moll-Lopez, Technical University of Valencia, Spain
Erika Vega Fleitas, Technical University of Valencia, Spain
Luis Manuel Sánchez Ruiz, Technical University of Valencia, Spain
Sara Sánchez López, Technical University of Valencia, Spain
Jose Antonio Moraño Fernandez, Technical University of Valencia, Spain
Alicia Herrero Debón, Technical University of Valencia, Spain

About the Presenter(s)
Santiago Moll is permanent faculty member at the Escuela Técnica Superior de Ingeniería Aeroespacial y Diseño Industrial at the Technical University of Valencia (Spain).

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