Health education and digital distractions in the classroom among students: A cross-sectional study

Pramila Pudasaini Thapa; Prakash Sharma; Sam Goundar; Panagiotis Tsirkas; Antonios Valamontes; Ioannis Pantelis Adamopoulos

doi:10.29333/ejhbe/16752

Pramila Pudasaini Thapa ¹ , Prakash Sharma ² , Sam Goundar ³ , Panagiotis Tsirkas ⁴ , Antonios Valamontes ⁵ , Ioannis Pantelis Adamopoulos ⁶ ⁷ ⁸ ^*

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¹ Life Skills Education, Budhanilakantha, NEPAL² Faculty of Education, Tribhuvan University, Butwal, NEPAL³ RMIT University, Hanoi, VIETNAM⁴ Hatzikosta General District Hospital, Ioannina, GREECE⁵ Kapodistrian Academy of Science, Tampa, FL, USA⁶ Department of Public Health and Policies, School of Social Science, Hellenic Open University, Patra, GREECE⁷ Hellenic Republic, Region of Attica, Department of Environmental Hygiene and Sanitarian Public Health Inspections, Athens, GREECE⁸ Department of Public Health Policy, Sector of Occupational & Environmental Health, School of Public Health, University of West Attica, Athens, GREECE^* Corresponding Author

Abstract

Background: The integration of digital devices in health education has transformed learning experiences, offering instant access to information and enhancing collaboration. However, their misuse for non-academic purposes, such as social media and gaming, has led to significant classroom distractions, negatively impacting student focus and academic performance (AP). This study investigates the prevalence of digital distractions in classrooms and explores strategies to enhance student engagement while minimizing disruptions.
Methods: A quantitative cross-sectional study was conducted using a Google Forms survey distributed to students in a selected academic institution. A convenience sampling method was employed, and data were analyzed using descriptive statistics.
Results: The 51.2% of students reported using digital devices 1 to 3 times per class, primarily for non-academic activities such as texting (21.9%), social networking (14.1%), and checking the time (41.2%). The primary benefits of using digital devices were staying connected (29.2%), entertainment (19.8%), and alleviating boredom (20.4%). The most cited negative effects were reduced attention (68.6%), distraction of peers (38.5%), and missed instructions (30.3%). 66.3% of participants supported banning digital devices in classrooms, while 59.7% favored restricting non-academic use.
Conclusion: Digital devices play a dual role in health education–they enhance learning while also contributing to distractions. To address this challenge, clear policies, digital literacy programs, and self-regulation strategies are essential for promoting responsible device use and improving classroom focus. Future research should explore adaptive strategies to balance digital engagement with AP.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

European Journal of Health and Biology Education, Volume 12, Issue 1, 2025, Article No: e2507

https://doi.org/10.29333/ejhbe/16752

Publication date: 13 Aug 2025

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