Problematic Technology Use and Cyberloafing

Many college students fall into the Gen Z and Millennial category which are characterized as tech-savvy users who are used to constant stimulation, multi-tasking, and instant gratification from technology use. However, technology use can have a darker side in a work or classroom environment which can be problematic in various ways including personality, habit, and computer efficacy (Phillips and Shipps, 2022). This problematic use of technology has been shown to have a negative impact on various areas such as personal, social, work and school environments. This research focuses on cyberloafing and the problematic use of technology (PTU) in the classroom. Previous research shows that in work and school environments, PTU has been associated with poor work and school performance. We suggest that cyberloafing is an antecedent of PTU and may have an additional negative impact on the student's ability to perform well in the classroom. Cyberloafing refers to the act of using the internet for non-work-related activities during work hours (Blancard & Henle 2007; Weissenfeldet al. 2019). It can include browsing social media, online shopping, streaming videos, playing games, or engaging in other forms of online entertainment. Cyberloafing has become a widespread phenomenon and is a major concern for employers as it can negatively impact productivity and employee performance (Ugrin & Pearson 2012; Weissenfeldet al. 2019). Weissenfeld, Abramova, and Krasnova (2019) argue that the prevalence of cyberloafing can be attributed to various factors, including the ease of internet access, the use of personal devices in the workplace, and the lack of clear guidelines or policies regarding internet usage during work hours. Research has shown that cyberloafing occurs frequently in work environments and can exacerbate the presence of PTU. Recently, PTU has been examined as a multidimensional phenomenon exhibited by multiple negative behaviors, such as poor impulse control, loneliness, and outlet that increases social comfort (Phillips and Shipps 2022). Given the prevalence of PTU in work and/or school environments, it is imperative to examine additional factors that can mediate the impact of individual factors on PTU. Individual factors such as neuroticism, habit-forming tendencies, and gender can greatly influence one’s predilection for PTU (Phillips and Shipps 2022). We examine cyberloafing as it relates to college students’ performance in the classroom and assess the types of users and categories of cyberloafing use in the classroom. As such, the goal of this study is to examine the mediating role of cyberloafing on PTU. The results of this study will provide more clarity on why individuals engage in non-productive technology tasks while in a classroom environment. We will use this research as a guide for faculty and students to help identify cyberloafing, its potential negative impacts, and identify alternative behaviors to reduce cyberloafing.