Cyberloafing in Educational Settings: A Systematic Literature Review

Abstract

Integration of information and communication technologies in educational settings offer added learning opportunities to teachers and students. However, these come with the expense of cyberloafing among students and educators in computer-mediated environments. Despite the curiosity it has been arousing, so recent is the concept of cyberloafing, implies that the knowledge accumulated so far is sparse, broad and fragmented. This study aims to systematically review the current challenges in the domain of cyberloafing. The study reviewed twenty-six peer-reviewed scholarly articles to analyse and reveal information on the methods, factors examined, applications, comprehensive results, and limitations. The findings in this study highlight the need to uncover the phenomenon of cyberloafing in teaching and learning environments, and proposes possible recommendations on issues and gaps open to be explored in future studies.