Alert Fatigue and Smartphone Notifications: A Mixed-methods Study of Attention Disruption and Mental Well-being among University Students

Abstract

Smartphone notifications have become a pervasive feature of university students’ daily lives, yet their constant interruptions are increasingly linked to reduced attention, emotional fatigue, and diminished well-being. This mixed-methods study examined how notification frequency, alert fatigue, and attention disruption relate to students’ mental well-being. Quantitative data were collected from 160 undergraduate students using a 16-item survey measuring four constructs. Additionally, semi-structured interviews with 18 students provided qualitative insight that contextualized and explained the quantitative findings regarding notification-driven interruptions. The results showed that notification frequency did not significantly predict cognitive or emotional outcomes. Instead, alert fatigue and attention disruption emerged as the strongest predictors of reduced well-being. Qualitative findings further revealed experiences of cognitive intrusion, mental overload, and difficulties with digital self-regulation. The study concludes that the psychological burden of smartphone notifications is driven less by quantity and more by the cognitive and emotional processes they trigger. Recommendations include promoting digital hygiene and designing less intrusive notification systems to support students’ digital well-being.