Between Learning Support and Digital Distraction: A Qualitative Analysis of Digital Device Use and Student Learning Outcomes

Abstract

Digital devices can function simultaneously as learning resources and sources of distraction, making their educational consequences dependent on how and why they are used. This qualitative descriptive study examines parents’ accounts of students’ digital-device use, focusing on academic use, digital distraction, time and attention management, social interaction, and parental mediation. Primary data were derived from parent interviews and interpreted thematically, while relevant peer-reviewed literature was used to contextualize the findings. The results indicate that digital devices can extend access to learning materials, support homework completion, and enable learning beyond the classroom. However, unstructured recreational use, particularly gaming, social media, and entertainment, was associated in parents’ accounts with reduced study time, fragmented attention, and diminished face-to-face interaction. Because the study did not employ objective achievement scores, the findings do not establish a causal effect on academic achievement. Instead, they identify learning conditions through which device use may support or undermine student outcomes. The study contributes an interpretive framework that distinguishes on-task from off-task use and positions parental mediation as a contextual mechanism. Educational guidance should therefore emphasize the quality and purpose of device use rather than screen duration alone.