<![CDATA[The increasing use of gadgets among students provides high flexibility in supporting academic activities, but on the other hand, it has the potential to trigger distractions that have an impact on reducing learning productivity. This research aims to analyze the influence of gadget usage patterns on the duration of student learning productivity using a quantitative approach. Data collection was carried out using a Likert scale questionnaire, which was distributed to students from various faculties at the National Development University "Veteran" East Java. Data analysis included multiple linear regression to test the influence of quantitative variables and attitude scales simultaneously or partially, as well as the One-Way ANOVA test to evaluate differences in average productivity based on groups of categorical variables. Before modeling was carried out, all data had gone through the cleaning stages and testing of classical prerequisite assumptions, which included tests for normality, multicollinearity, heteroscedasticity, and autocorrelation. The results of the regression analysis show that together the variables of perceived duration of task work, level of lost time, and ability to ignore social media have a significant effect on the duration of learning productivity. Partially, the perception of lost time due to the use of irrelevant devices is the main obstacle to productivity, while the ability to limit oneself from social media and focus on completing tasks makes a real positive contribution. On the other hand, the results of the One-Way ANOVA test prove that there is no significant difference in the average duration of learning productivity, both in terms of variations in the time when distractions occur and the main reason why students open their devices. These findings show that the impact of technology is universal, where student learning productivity is determined more by internal self-control and time management than conditional factors such as gadget use.]]>
