<![CDATA[This study aims to examine the effect of gadget addiction on students’ learning interest within vocational education. In the digital era, the widespread use of gadgets has transformed learning environments, creating both opportunities and challenges for student engagement. While previous studies report inconsistent findings regarding the impact of gadget use on learning behavior, this study provides a more nuanced perspective by focusing on maladaptive usage patterns. This research employed a quantitative correlational design involving 210 eleventh-grade students selected through proportional random sampling from a population of 444 students. Data were collected using Likert-scale questionnaires measuring gadget addiction and learning interest. The instruments were validated and demonstrated acceptable reliability (α > 0.70). Data were analyzed using descriptive statistics, normality and linearity tests, and simple linear regression analysis. The results indicate that gadget addiction has a positive and statistically significant effect on learning interest (β = 0.639, p < 0.001), explaining 40.8% of the variance (R² = 0.408). However, the relationship is not strictly linear, suggesting threshold effects. These findings highlight the importance of balanced and self-regulated gadget use in supporting effective and meaningful learning experiences.]]>
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