Eğitimde Siber Aylaklık: Sistematik Bir Derleme

Öz

Bu sistematik derleme; Web of Science’ta indekslenen dergilerde yayımlanan, eğitim bağlamında siber aylaklık üzerine yürütülmüş 33 ampirik çalışmadaki metodolojik yönelimleri, kuramsal yaklaşımları ve temel bulguları sentezlemektedir. PRISMA protokolü ve DISCAR çerçevesi rehberliğinde hazırlanan çalışma; araştırma yöntemleri, veri toplama yaklaşımları, örneklem özellikleri, ölçüm araçları, açıklayıcı teoriler ile siber aylaklığın öncülleri ve sonuçlarındaki örüntüleri analiz etmektedir. Bulgular; nicel araştırma tasarımları ile anket tabanlı veri toplama yöntemlerinin baskın olduğunu ve üniversite öğrencilerinin en sık incelenen örneklemi oluşturduğunu göstermektedir. Siber aylaklık ölçekleri; öz-düzenleme, motivasyon, bağımlılık ve kişilikle ilgili araçlarla birlikte ölçülmektedir. Teorik çerçeveler büyük ölçüde davranışsal ve psikolojik modellere; özellikle öz-düzenleme, erteleme ve motivasyon kuramlarına dayanmaktadır. İncelenen çalışmaların tamamında, siber aylaklığın; birbiriyle kesişen bireysel, pedagojik ve teknolojik faktörlerden kaynaklandığı görülmektedir. Zaman yönetimi zorlukları, düşük motivasyon, monoton öğretim uygulamaları ve teknoloji bağımlılığı en yaygın öncüller olarak ortaya çıkmaktadır. Bildirilen sonuçlar arasında; akademik performansta düşüş, artan bilişsel yük, öğrenme katılımında azalma ve sorunlu teknoloji kullanımıyla olan ilişkiler yer almaktadır. Önleme önerileri; öğrencilerin öz-düzenleme becerilerini geliştirmenin yanı sıra pedagojik yeniden tasarıma, kurumsal politika farkındalığının artırılmasına ve seçici teknik kontrollerin uygulanmasına odaklanmaktadır. Genel olarak bu inceleme; nitel ve karma yöntem yaklaşımlarının azlığı, küçük yaş grubundaki öğrenciler ile eğitimcilere yönelik ilginin sınırlılığı ve cihaz türüne göre yetersiz ayrıştırma gibi önemli metodolojik boşlukları vurgulamaktadır. Çalışma, mevcut bilgi birikiminin kapsamlı bir sentezini sunmakta; eğitimde siber aylaklığın teorik ve ampirik düzeyde anlaşılmasını derinleştirmek adına gelecekteki araştırmalar için yol haritası belirlemektedir.

Anahtar Kelimeler

• Siber aylaklık
• dijital dikkat dağıtma
• öz düzenleme
• eğitim teknolojisi
• öğrenci katılımı

Cyberloafing in Education: A Systematic Review

Öz

This systematic review synthesizes empirical research on cyberloafing in educational contexts by nalyzing 33 Web of Science–indexed studies. Guided by PRISMA procedures and the DISCAR framework, the review analyzes methodological trends, theoretical orientations, and key findings. The review’s primary contribution lies in its comprehensive integration of the DISCAR framework to map the multi-dimensional nature of cyberloafing, providing a clearer taxonomy of its antecedents and consequences than previously available. The findings demonstrate a strong predominance of quantitative research designs and survey-based data collection, with university students constituting the most frequently studied population. Theoretical frameworks are largely grounded in self-regulation, procrastination, and motivation theories. The analysis shows that cyberloafing stems from intersecting individual, pedagogical, and technological factors. Key antecedents include poor time management, low motivation, and monotonous instructional practices, while consequences range from diminished academic performance to increased cognitive load. To address these issues, the studies recommend pedagogical redesigns coupled with self-regulation training. Finally, the review identifies critical gaps, such as the underuse of qualitative methods and limited focus on younger learners. The study provides a comprehensive synthesis of the current knowledge base and identifies avenues for future research to deepen theoretical and empirical understanding of cyberloafing in education.

Anahtar Kelimeler

• cyberloafing
• digital distraction
• self-regulation
• educational technology
• student engagement

Kaynakça

1. Allen, T. D., Golden, T. D., & Shockley, K. M. (2015). How effective is telecommuting? Assessing the status of our scientific findings. Psychological Science in the Public Interest, 16(2), 40–68. https://doi.org/10.1177/1529100615593273
2. Arokiasamy, A. R. A. (2017). A systematic review approach of mobile technology adoption in higher education. Economics Management and Sustainability, 2(2), 48–55. https://doi.org/10.14254/jems.2017.2-2.5
3. Chen, W., & Looi, C. (2007). Incorporating online discussion in face-to-face classroom learning: A new blended learning approach. Australasian Journal of Educational Technology, 23(3). https://doi.org/10.14742/ajet.1255
4. Chen, Y., Chen, H., Andrasik, F., & Gu, C. (2021). Perceived stress and cyberloafing among college students: The mediating roles of fatigue and negative coping styles. Sustainability, 13(8), 4468. https://doi.org/10.3390/su13084468
5. Davies, P. (2000). The relevance of systematic reviews to educational policy and practice. Oxford Review of Education, 26(3–4), 365–378. https://doi: 10.1080/713688543
6. Delgado-Rodríguez, M., & Sillero-Arenas, M. (2018). Systematic review and meta-analysis. Medicina Intensiva, 42(7), 444–453. https://doi.org/10.1016/j.medine.2017.10.012
7. Demirtepe-Saygılı, D., & Metin-Orta, I. (2020). An investigation of cyberloafing in relation to coping styles and psychological symptoms in an educational setting. Psychological Reports, 124(4), 1559–1587. https://doi.org/10.1177/0033294120950299
8. Dinmore, S. (2019). Beyond lecture capture: Creating digital video content for online learning – A case study. Journal of University Teaching and Learning Practice, 16(1). https://doi.org/10.53761/1.16.1.7

9. Doğru, M. C., & Kabasakal, Z. (2023). Investigating cyberloafing and academic burnout in university students during the COVID-19 pandemic. South Asian Journal of Social Studies and Economics, 1–11. https://doi.org/10.9734/sajsse/2023/v17i3636
10. Dunmade, A. O., & Adewojo, A. A. (2023). Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students. Revista Portuguesa de Investigação Comportamental e Social, 9(2). https://doi.org/10.31211/rpics.2023.9.2.296
11. Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children. Psychological Science, 25(7), 1362–1370. https://doi.org/10.1177/0956797614533801
12. Gough, D., & Thomas, J. (2016). Systematic reviews of research in education: Aims, myths and multiple methods. Review of Education, 4(1), 84–102.https:// doi.org/10.1002/rev3.3068
13. Gülnar, M. (2020). Üniversite öğrencilerinin akıllı telefon siber aylaklık durumları hakkında bir çalışma. Uluslararası Bilim ve Eğitim Dergisi, 3(2), 92–100. https://doi.org/10.47477/ubed.766531
14. Holstein, J., & Gubrium, J. F. (2002). Active interviewing. In D. Weinberg (Ed.), Qualitative research methods. Blackwell Publishers Ltd.
15. Kay, R., Benzimra, D., & Li, J. (2017). Exploring factors that influence technology-based distractions in bring-your-own-device classrooms. Journal of Educational Computing Research, 55(7), 974–995. https://doi.org/10.1177/0735633117690004
16. Koyanagi, Y., Aung, M. N., Yuasa, M., Sekine, M., & Okada, T. (2021). The relation between social capital and academic motivation of students: A study of health professional education in Japan. European Journal of Investigation in Health Psychology and Education, 11(1), 129–141. https://doi.org/10.3390/ejihpe11010011
17. Li, J. (2002). A cultural model of learning: Chinese “heart and mind for wanting to learn.” International Education, 33(3), 248–269. https://doi.org/10.1177/0022022102033003003
18. Martin, F., Long, S., Haywood, K. M., & Xie, K. (2025). Digital distractions in education: A systematic review of research on causes, consequences and prevention strategies. Educational Technology Research and Development. https://doi.org/10.1007/s11423-025-10550-6
19. Masruroh, R., Budiman, A., Dodi, D., Komarudin, M. N., & Irawan, N. (2024). Self control and organizational commitment views of cyberloafing behavior. Jurisma: Jurnal Riset Bisnis & Manajemen, 14(1), 167–174. https://doi.org/10.34010/jurisma.v14i1.12312
20. Mulholland, E., & Bates, J. (2014). Use and perceptions of e-books by academic staff in further education. The Journal of Academic Librarianship, 40(5), 492–499. https://doi.org/10.1016/j.acalib.2014.05.018
21. Naura, M., Supriusman, S., & Purwanti, I. T. (2025). An investigation of cyberloafing among EFL learners. Lectura Jurnal Pendidikan, 16(1), 66–78. https://doi.org/10.31849/lectura.v16i1.23758
22. Nkrumah, I. K., Twum, R., & Yarkwah, C. (2021). Utilisation of the internet for cyberloafing activities among university students. Journal of Digital Educational Technology, 1(1), ep2101. https://doi.org/10.21601/jdet/10912
23. Öztürk, M., & Kerse, G. (2022). Smartphone and internet addiction as predictors of cyberloafing levels in students: A mediated model. Education for Information, 38(2), 189–204. https://doi.org/10.3233/efi-211564
24. Patterson, M. C. (2016). A naturalistic investigation of media multitasking while studying and the effects on exam performance. Teaching of Psychology, 44(1), 51–57. https://doi.org/10.1177/0098628316677913
25. Pelikan, E., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: The role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift für Erziehungswissenschaft, 24(2), 393–418. https://doi.org/10.1007/s11618-021-01002-x
26. Polanin, J. R., Maynard, B. R., & Dell, N. A. (2017). Overviews in education research: A systematic review and analysis. Review of Educational Research, 87(1), 172–203. https://doi.org/10.3102/0034654316631117
27. Rana, N. P., Slade, E., Kitching, S., & Dwivedi, Y. K. (2019). The IT way of loafing in class: Extending the theory of planned behavior (TPB) to understand students’ cyberslacking intentions. Computers in Human Behavior, 101, 114–123. https://doi.org/10.1016/j.chb.2019.07.022
28. Ravizza, S. M., Uitvlugt, M. G., & Fenn, K. M. (2016). Logged in and zoned out. Psychological Science, 28(2), 171–180. https://doi.org/10.1177/0956797616677314
29. Shroff, R. H., Vogel, D., Coombes, J., & Lee, F. (2007). Student e-learning intrinsic motivation: A qualitative analysis. Communications of the Association for Information Systems, 19. https://doi.org/10.17705/1cais.01912
30. Surbakti, R., Umboh, S. E., Pong, M., & Dara, S. (2024). Cognitive load theory: Implications for instructional design in digital classrooms. International Journal of Educational Narratives, 2(6), 483–493. https://doi.org/10.70177/ijen.v2i6.1659
31. Tsai, C., Lee, L.-Y., Cheng, Y.-P., Lin, C.-H., Hung, M., & Lin, J.-W. (2022). Integrating online meta-cognitive learning strategy and team regulation to develop students’ programming skills, academic motivation, and refusal self-efficacy of internet use in a cloud classroom. Universal Access in the Information Society, 23(1), 395–410. https://doi.org/10.1007/s10209-022-00958-9
32. Varol, F., & Yıldırım, E. (2018). An examination of cyberloafing behaviors in classrooms from students’ perspectives. Turkish Online Journal of Qualitative Inquiry, 26–46. https://doi.org/10.17569/tojqi.349800
33. Waghid, Y., Meda, L., & Chiroma, J. A. (2021). Assessing cognitive, social and teaching presences during emergency remote teaching at a South African university. International Journal of Information and Learning Technology, 38(5), 413–432. https://doi.org/10.1108/ijilt-01-2021-0006
34. Wang, C. (2022). Comprehensively summarizing what distracts students from online learning: A literature review. Human Behavior and Emerging Technologies, 1–15. https://doi.org/10.1155/2022/1483531
35. Wu, J., Mei, W., & Ugrin, J. C. (2018). Student cyberloafing in and out of the classroom in China and the relationship with student performance. Cyberpsychology, Behavior, and Social Networking, 21(3), 199–204. https://doi.org/10.1089/cyber.2017.0397
36. Xu, X., Sears, S., & Simonsen, B. (2023). Using technology-based self-monitoring to promote on-task behavior. Beyond Behavior, 32(3), 182–189. https://doi.org/10.1177/10742956231201358
37. Yağmur, B. (2022). The impact of online learning on the motivation of university level preparatory EFL students in Turkey. Technium Social Sciences Journal, 35, 199–209. https://doi.org/10.47577/tssj.v35i1.7201
38. Zhang, H., Zhao, H., Liu, J., Yan, X., & Lu, H. (2015). The dampening effect of employees’ future orientation on cyberloafing behaviors: The mediating role of self-control. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01482
39. Zincir, S., Sapmaz, F., Hamutoğlu, N. B., & Topal, M. (2023). The relationship between digital game addiction, cyberloafing, and psychological well-being in primary school students. Anatolian Current Medical Journal, 5(4), 511–517. https://doi.org/10.38053/acmj.1361982