Abstract
This study highlights the concentration barriers experienced by Massive Open Online Course (MOOC) participants due to the many digital distractions in distance learning. To address this problem, a quantitative study was conducted on 43 civil servant respondents using statistical analysis through Jamovi and Python software to map the relationship between the level of interference and the demographic profile of the participants. The results of the study showed that interventions through online psychological counseling were effective in significantly reducing cognitive impairment. These findings make an important contribution to the development of a more optimal self-regulated learning strategy in the online education ecosystem. This innovative methodology offers a promising avenue for future research, allowing the development of personalized and inclusive online learning strategies while maintaining high levels of performance, reaching an average predictive impact on distraction reduction primarily driven by the mitigation of procrastination habits for all demographic scenarios, as age, gender, and education levels were found to have no significant moderating effect.
Keywords: Cognitive Interference, Online Education, Procrastination, Psychological, Quantitative Analysis, Selfregulated Learning.