Research Information System
Psychological Science and Education, vol.30, no.3, pp.72-84, 2025 (ESCI, Scopus)
Context and relevance. Smartphones have become crucial components of the digital world, including educational interactions. Objective. This study examined the effect of prolonged smartphone screen time on continuous partial attention in 103 graduate students by directly measuring their smartphone screen time. Methods and materials. This study was designed as an explanatory mixed-methods research. Statistical comparisons of direct measurements of smartphone screen time were followed by a focus group interview to explain the quantitative findings. Results. A moderate positive correlation was observed between smartphone screen time and continuous partial attention. However, no significant differences in the average daily smartphone screen time and continuous partial attention were observed across age, gender, and education groups. Similarly, the linear regression results show that daily average smartphone screen time is a significant positive predictor of continuous partial attention, although this effect does not vary significantly by gender, age, or education level. Photo sharing and messaging app were the most commonly used smartphone applications, whereas streaming platform had the highest weekly screen time. Students with the highest total weekly screen time on short video platform had higher continuous partial attention scores. Students attributed this finding to hypnotic algorithms, distracting redundancy, marketing and advertising, passive receiver mode, short video flow, and surprising content. Conclusions. After establishing the link between smartphone screen time and continuous partial attention, this study underscores the need for educational interventions and digital literacy programs to mitigate the effects of fragmented attention in academic settings, potentially enhancing learning outcomes and students’ well-being.