Addiction to Short Form Video, Sustained Attention Span and Academic Performance among College Students: A Cross-Sectional Study

Abstract

Addiction to short form video has become an important issue due to its relation with several variables. The current study explores the relationship between addiction to short form video, sustained attention span and academic performance using quantitative methodology and purposive sampling of 600 college students. Participants responded to two self-reported standardized questionnaires; Short Video Addiction Scale (SVAS) and Attention-Related Cognitive Errors Scale (ARCES) and grades were used to assess the third variable. The results showed that higher levels of addiction to short form videos were associated with poor sustained attention span and somewhat poor academic performance of college students. Study hours were not significantly related to addiction to short form video and sustained attention span. Addiction to short form video became the most prominent factor associated with poor sustained attention span. The results of the study revealed the necessity of designing digital wellbeing programs for educational institutions in order to enhance attention span of students.