Background and Context. Computer programming often involves extended periods of sustained activity and mobile phone notifications introduce frequent opportunities for interruption. Prior work demonstrates that suppressing phone notifications may reduce these disruptions. Objectives. Our primary research question is: How does suppressing phone notifications affect students' task engagement and productivity while programming? Method. We report on a replication and methodological extension study conducted in a CS1 course involving 22 students. Using a within-subject design, selected programming assignments were randomly designated for enabling notification suppression. Phone state logs were synchronized with millisecond-resolution IDE keystroke data to measure student attention and focus when in the control and notification-suppression conditions. Findings. Assignments completed with notification suppression enabled significantly lower break rates and longer intervals of focus compared to assignments completed in the control condition for many, but not all, students. This study provides evidence that notification suppression is associated with measurable differences in programming engagement and behavior. We also find a remarkable bimodality in the effect across students -- many students are positively affected, a small number are negatively affected, and very few experience little or no effect. This finding is consistent with other studies in diverse disciplines. Implications. Our results show that, for many students, phone notification suppression tools, such as Do Not Disturb, can improve attention and focus. Implications apply to educational settings (do-not-disturb as an intervention) and scholarship (understanding the effects of phone distraction).

翻译：背景与背景。计算机编程通常需要长时间持续活动，而手机通知会频繁引发中断机会。先前研究表明，抑制手机通知可能减少这些干扰。目标。我们的核心研究问题是：抑制手机通知如何影响学生的任务参与度和编程生产力？方法。我们在一个包含22名学生的CS1课程中开展了一项复制与方法扩展研究。采用受试者内设计，随机指定部分编程作业启用通知抑制功能。将手机状态日志与毫秒级精度的IDE按键数据同步，以测量学生在控制条件和通知抑制条件下的注意力与专注度。发现。与对照组相比，对于许多（但非所有）学生，启用通知抑制的作业表现出显著更低的断点率和更长的专注间隔。本研究提供了证据，表明通知抑制与编程参与度和行为的可测量差异相关。我们还发现学生之间存在显著的双峰效应——许多学生受到积极影响，少数学生受到消极影响，而极少数学生几乎未受影响。这一发现与其他学科的研究结果一致。影响。我们的结果表明，对于许多学生而言，如“勿扰模式”等手机通知抑制工具可提升注意力和专注度。这一启示适用于教育环境（将勿扰模式作为干预措施）和学术研究（理解手机分心效应）。