3.4 million real-world learning management system logins reveal the majority of students experience social jet lag correlated with decreased performance
Open accessAbstract
Misalignments between endogenous circadian rhythms and the built environment ( i.e ., social jet lag, SJL) result in learning and attention deficits. Currently, there is no way to assess the impact of SJL on learning outcomes of large populations as a response to schedule choices, let alone to assess which individuals are most negatively impacted by these choices. We analyzed two years of learning management system login events for 14,894 Northeastern Illinois University (NEIU) students to investigate the capacity of such systems as tools for mapping the impact of SJL over large populations while maintaining the ability to generate insights about individuals. Personal daily activity profiles were validated against known biological timing effects, and revealed a majority of students experience more than 30 minutes of SJL on average, with greater amplitude correlating strongly with a significant decrease in academic performance, especially in people with later apparent chronotypes. Our findings demonstrate that online records can be used to map individual- and population-level SJL, allow deep mining for patterns across demographics, and could guide schedule choices in an effort to minimize SJL’s negative impact on learning outcomes.
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A recent study analyzing digital logon data from nearly 15,000 students reported that circadian disruption (social jet lag) negatively affects learning outcomes, and furthermore that these data could be used to time educational activities to minimize impairments in performance caused by circadian disruption at the individual and population levels.
“A recent study analyzing digital logon data from nearly 15,000 students reported that circadian disruption (social jet lag) negatively affects learning outcomes, and furthermore that these data could be used to time educational activities to minimize impairments in performance caused by circadian disruption at the individual and population levels174.”
From Circadian rhythm disruption and mental health (2020) · cites this paper as [174]
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- Authors
- Smarr, B. L., & Schirmer, A. E.
- Affiliations
- University of California, Berkeley (US)
- Northeastern Illinois University (US)
- Corresponding author
- Schirmer, Aaron E.
- Venue
- Scientific Reports
- Published
- 2018-03-29
- Volume
- 8
- Issue
- 1
- Pages
- 4793-4793
- ISSN
- 2045-2322 (ISSN-L)
- PMC
- PMC5876324
- OpenAlex
- W2794704815
- Cited by
- 72
- References
- 47
- Citations by year
- 2026: 7 · 2025: 11 · 2024: 3 · 2023: 13 · 2022: 11 · 2021: 10 · 2020: 8 · 2019: 6 · 2018: 3
- FWCI
- 3.80
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Scientific Reports (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Life Sciences › Neuroscience › Endocrine and Autonomic Systems › Circadian rhythm and melatonin
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Sleep and related disorders
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Sleep and Work-Related Fatigue
- Keywords
- social jetlag, circadian rhythm, academic performance, student schedules, chronotype, attention deficits, sleep timing
- MeSH terms
- Academic Performance, Activities of Daily Living, Adolescent, Adult, Aged, Analysis of Variance, Biological Clocks, Child, Circadian Rhythm, Female, Humans, Illinois, Interpersonal Relations, Male, Middle Aged, Sleep, Social Behavior, Students, Time Factors, Universities, Cohort Studies, Statistics, Nonparametric, Education, Distance, Young Adult
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