Requiring Mobile Devices in the Classroom: the Use of Web-Based Polling Does Not Lead to Increased Levels of Distraction

Abstract

We conducted an observational exploratory study of distraction by digital devices in multiple different sections across three large undergraduate physics courses. We collected data from two different settings based on the type of devices used for classroom polling: lecture sections that required mobile devices for polling and those that used standalone clickers. Our analysis shows no difference in the average distraction level between the two settings. However, we did observe an overall lower level of distraction during active learning modes, as compared to passive learning modes. Based on there being no observable difference in distraction levels in the mobile polling and standalone clicker classrooms, we recommend that instructors should choose the polling technology that best suits their needs without worrying about the impact on student distraction. The observed difference in distraction between the active and passive learning modes is consistent with previous results from the literature, which reinforces support for the use of active learning modes as much as possible.