Influence of Cultural Dimensions on Students Exhibiting Distracted Behavior during Lessons


This report aims at establishing a correlation between Chen, Nath, and Insley (2014) defined in-class digital distraction at university and cultural factors responsible for distraction. It is concluded in this report that cross cultural factors that promotes the in-class digital distraction are indulgence, low-power distance and individualism. In relation to these cultural dimensions introduced by Hofstede in 2011, the Hall & Hall's (1990) polychronic time orientation is also held responsible for promoting the distraction in class. The cross-culture influence is studied through 2 cultural models: Schwart's (2006) and Hofstede's (2011) cultural models. Moreover, the negative impact of distraction on students' academic performance (Herman, 2017) is also explored in detail. Main objective of this report is to identify the cultural reason for the easily distractible behavior of students from Anglo Saxon cluster when compared to students from Confucian Asian cluster who remain focused longer. In the conclusion, 3 steps model is categorized, depending on the combination of cultural dimensions and orientations, to measure the extent of distraction performed by students at university.


In Class Digital Distraction, Cultural Orientations, Cultural Dimensions


Assessment and Evaluation


Paper Presentation in a Themed Session


  • Mr. Syed Faiz Ali
    • Student, Mechanical Engineering, Abdullah Gull University, Turkey Kayseri, Turkey