„Apart from ‚traditional‘ disciplinary problems, around 30 % of students, on average across OECD countries, reported that, in most or every mathematics lesson, they get distracted using digital devices. Equally important, around 25 % of students indicated that, in most or every lesson, they become distracted by other students who are using digital devices, that the teacher has to wait a long time for students to quiet down, that students cannot work well and that students do not start working for a long time after the lesson begins. […] On average across OECD countries, students who reported that they become distracted in every or most mathematics lessons scored 15 points lower in mathematics than students who reported that this never or almost never happens, after accounting for students’ and schools’ socio-economic profile.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 254f.