The proliferation of digital tools in education offers numerous benefits but also introduces significant challenges, notably digital distractions that hinder academic performance, especially in online learning contexts. This study employed unsupervised data mining techniques, specifically association rule mining and clustering analysis, to identify effective learning strategies associated with lower levels of digital distractions among college students. Data from 530 participants revealed that self-regulated learning strategies (i.e., goal setting, environment structuring, and time management) co-occurred most consistently with lower digital distractions. Additionally, learner-instructor and learner-content engagement strategies, as well as technical competencies, also tended to appear in the same profiles as lower distraction. Interestingly, reliance on peer help-seeking and learner-learner engagement strategies appeared less often in those lower distraction profiles. These findings offer actionable implications for educators to design targeted interventions that foster focused and productive online learning environments.
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