Abstract
Globally, digital distraction is common among young adults, especially university students. This is primarily due to the proliferation of computers, smart phones, and the Internet. While technologies are invaluable in teaching and learning, they can also become an impediment if students use them to engage in activities unrelated to the classwork. Thus, understanding the underlying causes of this behavior in a cross cultural context is highly relevant and desirable. This study, presents a model of in-class digital distraction and using data from 488 U.S., 453 African, and 209 Chinese university students, seeks to identify factors that influence students' in-class digital distraction from a cross-cultural perspective. It posits that the level of in-class digital distraction is impacted by the student's Internet addiction intensity, classroom management issues, instructor/subject characteristics and certain individual factors. The results show that digital distraction is prevalent among university students. Further, the factors influencing the in-class digital distraction differ across cultures. Finally, the paper discusses the implications of the findings both for the researchers and the educators.