In an era of increasing digitisation, a recent study explores the phenomenon of digital hoarding among academics, identifying key factors that contribute to this behaviour. The study by Ufuk Tugtekin and Esra Barut Tugtekin examines the underlying causes and effects of digital hoarding in an academic setting. The findings were published in the journal Behaviour & Information Technology.
The excessive accumulation of digital files and the inability to effectively manage or discard them define digital hoarding. Unlike physical hoarding, digital hoarding is less visible but equally detrimental, leading to disorganisation, stress, and impaired cognitive function. The study aimed to understand how academics, who are integral to the digital education landscape, engage in digital hoarding and the factors that influence this behaviour.
The researchers analysed data collected from 213 academics. The study introduced a theoretical framework grounded in the use of digital content within professional life, serving as the basis for formulating hypotheses about the factors influencing digital hoarding behaviours. Key findings of the study revealed that academics predominantly hoard text files, which aligns with their frequent use of text-based materials in teaching and research. The data indicated a tendency towards digital hoarding that exceeds the average, suggesting a significant issue within the academic community.
Several factors were found to significantly influence digital hoarding behaviours among academics. The level of professional experience was identified as a crucial factor. As academics gain more experience, they tend to accumulate more digital files, necessitating greater effort in data management and organisation. This increased workload contributes to digital hoarding, as the time required to delete or manage files becomes scarce. The study highlighted several justifications for the inability to delete digital files. Academics often retain files due to concerns about accidentally deleting important information, potential future usefulness, and the need for evidence in their work. These justifications were found to significantly influence digital hoarding behaviours.
The use of technology in professional development and education plays a significant role. The study found that the extensive use of digital tools and the creation of digital content contribute to digital hoarding. Academics involved in creating, storing, and utilising digital materials across various formats, such as emails, text documents, spreadsheets, and presentations, are more likely to exhibit hoarding behaviours.
The implications of digital hoarding in academia are far-reaching. Digital clutter can lead to decreased productivity, increased cognitive load, and impaired technological performance. Moreover, the study suggests that digital hoarding behaviours can exacerbate technostress, a condition resulting from the overuse of technology.
To address digital hoarding, the study recommends several strategies. Institutions should develop comprehensive data management policies that include regular digital decluttering practices. This could involve the systematic deletion of unnecessary files, the archiving important documents, and educating staff about effective data management techniques. The development of applications with enhanced archiving, tagging, and search functionalities could help academics manage their digital files more efficiently. Tools that facilitate easy organisation and retrieval of digital content can mitigate the impact of digital hoarding. Institutions should implement in-service training programmes to raise awareness about digital hoarding and its implications. These programmes can provide academics with practical skills for managing digital content and reducing digital clutter.
