Students are aware of the use of technology in the learning process, and they are generally referred to as digital natives. However, there are challenges associated with the availability of internet access as a learning process to both university students and teachers inside and outside the classroom. One of such challenges is students’ ability to access unrelated activities which is known as cyberslacking. In the education sector, this process refers to the use of technology for unrelated academic activities. Studies associated with this activity are significantly conducted in western countries, but it is still limited to the Indonesia education environment. Therefore, this research aims to investigate the cyberslacking behavior of students in Indonesia and its relationship to their academic performances. It also determines the relationship between media multi-tasking efficacy and self-regulated learning. The results showed that there is a significant influence between media multi-tasking efficacy and self-regulated learning with cyberslacking. Furthermore, there is a negative influence between cyberslacking and the academic performance of students in Indonesia. This research adds references to studies on cyberslacking in the scope of education and provides input for universities to develop the management of information and communication technology used in the learning process.

The evolution of the COVID-19 pandemic has affected various aspects of human life, with numerous activities carried out through networks, including education. Lecturers need to change their teaching strategies to make students able to accept the material provided. On the other hand, students must manage their lives without being limited by space and time to avoid stress and cyberloafing, especially in the academic field. Cyberloafing is the act of accessing the internet during study hours for personal interests. Therefore, this research aims to determine the effect of academic stress on cyberloafing and whether fatigue is a mediating variable between both factors. Data were collected from 284 students studying in Bandung, West Java, Indonesia. The results showed that the academic stress felt by students has a positive and significant effect on cyberloafing behavior. Although fatigue positively affects both factors, it does not mediate the relationship between them. The managerial implications in this research are expected to be used as material for evaluating online learning methods for students, as well as to make them aware of the negative impact of cyberloafing behavior during lectures.

One of the ways to enhance and improve the quality of learning delivery is through the use of technology, particularly the Internet, which facilitates faster and easier access to information. This research aims to explore the degree to which factors such as digital literacy, metacognitive awareness, meaningful learning, habits of using smartphones, and personal learning competence are related to one another. Both the relationship between metacognitive awareness and personal learning competence, as well as the relationship between smartphone habits and personal learning competence, are moderated by a moderating variable known as the fear of missing out. Fear of missing out is a moderating variable. Structural equation modeling, specifically partial least squares, was employed to analyze data from 597 engineering students. SmartPLS version 4 was the tool used for this analysis. The study found that the moderating variable, fear of missing out, significantly impacts metacognitive awareness, learning personal competence, and smartphone habits, making it a crucial factor to investigate. This result is significant because it is a variable that influences the learning that students go through for their education and because it is an extremely important thing to investigate.