Abstract: Internet addiction (IA) and digital distraction are pervasive technology use problems in both education and professional settings and are often studied as key topics in the domain of “dark side of technology” in IS research. Prior research has shown that higher IA levels lead to greater digital distraction but has lacked a theory-driven explanation for this relationship. This study investigates the impact of IA on digital distraction through the lens of cognitive dissonance. Using data collected from online students, we find that distraction intensity is partly regulated by post-behavior dissonance and that IA evokes cognitions that rationalize distraction, thereby reducing dissonance and amplifying distraction. These findings advance the theory and offer practical guidance for curbing digital distraction among students. Importantly, they underscore the educational relevance of IA and digital distraction and provide IS educators with insights into the psychological factors they can address to reduce off-task technology use in online and technology-enhanced classrooms.

Keywords: Digital distraction, Internet addiction, Cognitive dissonance, Technology-enhanced education

Download This Article: JISE2026v37n2pp252-270.pdf

Recommended Citation: Chen, L. (2026). Understanding How Internet Addiction Influences Digital Distraction in Online Courses: Implications for Information Systems Education. Journal of Information Systems Education, 37(2), 252-270. https://doi.org/10.62273/FSIU5911