The digitalization of learning environments during the last decades has changed education at its core. At the same time as computers in the classroom offer multiple advantages, they also allow for multitasking and off-task behavior, undermining students’ attention and affecting their knowledge gains. In today’s highly digitalized classrooms, the challenge of maintaining student focus amidst pervasive and distracting connected devices and media platforms is increasingly pronounced.

This study investigates the efficacy of “Focus room”, a digital tool developed by Trelson, aimed at mitigating these distractions and fostering sustained attention in classroom settings. Conducted in a Swedish school, the quasi-experimental study involved 101 students in four 8th grade classes, examining the classroom environment before and during the implementation of Focus room. The study focuses on identifying and evaluating various types of distractions during computer-integrated lessons and their impact on student performance.

The students were assigned to either a control condition or an experimental condition by convenient sampling (two classes per condition). Two classes were observed while having English and the other two while having social sciences. The control groups continued with lectures as usual, while the experimental groups used Focus room, which functions as a lockdown browser limiting access to only essential resources connected to the lesson or assignment. Observations were conducted on two occasions, with the first serving as a baseline (without Focus room). The second observation occurred two months later. Quantitative data was collected through observation protocols that measured instances of distractions categorized into sound, movement, self-distraction, and unengaged behavior. Qualitative data was gathered through teacher surveys and notes on external distractions and technical issues. Additionally, knowledge tests were administered to assess the impact of Focus room on student performance.

Results indicate that the Focus room contributed to a calmer classroom environment, reduced multitasking, and improved students’ ability to stay on task. The experimental groups showed a significant reduction in distractions compared to the control groups. This effect was most pronounced among low-performing students, with the average number of distractions nearly halved between session 1 and session 2. In addition, teachers also reported improved lesson planning and structuring when using the tool. While not all distractions were eliminated, both quantitative and qualitative data suggest that Focus room can enhance focus and possibly learning outcomes if effectively implemented. The findings highlight the importance of schools offering limited and structured digital environments, along with strong teacher leadership, as one way to protect students’ focus.

The study also underscores the necessity for developing self-regulation, attention, and motivation skills in students, which are crucial for academic success and personal growth. The implications of this study suggest that while digital tools like Focus room are not an elixir, they represent a valuable step towards creating more focused and productive learning environments in the digital age. Future research should explore the long-term effects of such tools and their integration into everyday classroom routines.

Keywords: Education, Focus room, Attention, Multi-tasking.