Abstract Summary/Description
In an increasingly digital academic environment, understanding the dynamics of focus and distraction is vital for enhancing productivity among graduate students. This study investigates the effects of frequent device switching on attention spans and cognitive capabilities, exploring how these interactions impact academic performance. Utilizing a mixed-methods approach, this research aims to identify patterns of device usage and their convoluted correlation with perceived productivity and mental stress levels. Preliminary insights from our survey highlight that frequent transitions between devices contribute to heightened distractions, reduced focus, and increased stress especially in stressful environments, ultimately affecting decision-making and time management. By elucidating the relationship between device switching and cognitive function, this study seeks to identify distractions that hinder positive academic outcomes for graduate students. Future research will incorporate Wi-Fi sensing technology to define further the relationship between device usage patterns and cognitive function.
