عوامل مؤثر بر حواس‌پرتی دیجیتال دانشجویان در یادگیری الکترونیکی ایام کووید 19

Abasi, F., Hejazi, E., & Hakimzadeh, R. (2020). Lived Teachers’ Living Experience of Teaching Opportunities and Challenges in the Student Education Network (Shad): A Phenomenological Study. Teaching research, 8(3), 21–24. https://trj.uok.ac.ir/article_61636.html.[in persian]

Al-Mohair, H., & Alwahaishi, S. (2020). Study on students’ experiences about online teaching during COVID-19 Outbreak. Technium Social Sciences Journal, 8. https://doi.org/10.47577/tssj.v8i1.701

Chen, L., Nath, R., & Tang, Z. (2020). Understanding the determinants of digital distraction: An automatic thinking behavior perspective. Computers in Human Behavior, 104, 106195. https://doi.org/10.1016/J.CHB.2019.106195

Cheong, P. H., Shuter, R., & Suwinyattichaiporn, T. (2016). Managing student digital distractions and hyperconnectivity: communication strategies and challenges for professorial authority. Communication Education, 65(3), 272–289. https://doi.org/10.1080/03634523.2016.1159317

Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1–2), 91–96. https://doi.org/10.1007/s11125-020-09464-3

Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/https://doi.org/10.1016/j.childyouth.2020.105440

Dontre, A. J. (2021). The influence of technology on academic distraction: A review. In Human Behavior and Emerging Technologies (Vol. 3, Issue 3, pp. 379–390). John Wiley and Sons Inc. https://doi.org/10.1002/hbe2.229

Gazzaley, A., & Rosen, L. D. (2016). PhilosophersNotes More Wisdom in Less Time The Distracted Mind Ancient Brains in a High-Tech World THE BIG IDEAS Matacognition. 1–6. http://www.cs.uni.edu/~jacobson/1025/17/The-Distracted-Mind.pdf

Haji, J., Mohamadimehr, M., & Mohamadiazar, H. (2021). Representing the Problems of Cyberspace Education Using the Fun Program in the Corona Pandemic: A Phenomenological Study. Quarterly Journal of Information and Communication Technology in Educational Sciences, 11Haji, J.(3), 153–174. http://ictedu.iausari.ac.ir/article_680418.html.[in persian]

Hernan, C. J., Morrison, J. Q., Collins, T. A., & Kroeger, S. D. (2018). Decreasing inappropriate mobile device use in middle and high school classrooms. Intervention in School and Clinic, 54(1), 47–51.

Ibrahim, M. M., & Nat, M. (2019). Blended learning motivation model for instructors in higher education institutions. International Journal of Educational Technology in Higher Education, 16(1), 12. https://doi.org/10.1186/s41239-019-0145-2

John Lemay, D., Doleck, T., & Bazelais, P. (2021). Transition to online teaching during the COVID-19 pandemic. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1871633

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650

Kraushaar, J. M., & Novak, D. C. (2006). Examining the affects of student multitasking with laptops during the lecture. Journal of Information Systems Education, 21(2), 241–252.

Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education, 62(3), 233–252.

Mahmood, S. (2021). Instructional Strategies for Online Teaching in COVID-19 Pandemic. Human Behavior and Emerging Technologies, 3(1), 199–203. https://doi.org/10.1002/hbe2.218

Misirli, O., & Ergulec, F. (2021). Emergency remote teaching during the COVID-19 pandemic: Parents experiences and perspectives. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-021-10520-4

Mylonopoulos, N., & Theoharakis, V. (2020). Motivations and passions in m-Facebook use. Computers in Human Behavior, 104.

Petrie, C., Aladin, K., & Al, E. (2020). Spotlight: Quality education for all during COVID-19 crisis. International Journal of Learning, Teaching and Educational Research, 18(13), 133–149. https://hundred-cdn.s3.amazonaws.com/uploads/report/file/15/hundred_spotlight_covid-19_digital.pdf%0Ahttp://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/

Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24–31. https://doi.org/10.1016/J.COMPEDU.2012.10.003

Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 0(0), 1–12. https://doi.org/10.1080/10494820.2020.1817761

Turkmen, H. (2006). What Technology Plays Supporting Role in Learning Cycle Approach for Science Education. Turkish Online Journal of Educational Technology-TOJET, 5(2), 71–76.

Weber, M., Viehmann, C., Ziegele, M., & Schemer, C. (2020). Online Hate Does Not Stay Online – How Implicit and Explicit Attitudes Mediate the Effect of Civil Negativity and Hate in User Comments on Prosocial Behavior. Computers in Human Behavior, 104.

Zhang, Y. (2021). Direct and Indirect Effects of  Neuroticism on Internet  Addiction in College Students: A Structure Equation Modeling Analysis. Psychological Reports, 124(2), 611–626. https://doi.org/10.1177/0033294120918806