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This article investigates the challenges of the attention economy in the context of m-learning and its impacts on contemporary learning. The aim is to verify the relationship between the use of mobile devices and students' attention capacity in different types of activities (short, long, simple, complex), as well as to investigate whether students perceive that digital media, specifically tablets and cell phones, can contribute to their learning. A qualitative methodology was used, including bibliographic and field research. Through a Likert questionnaire, interviews were conducted with 78 first-year high school students from a public vocational education college. The results reveal that despite the potential presented regarding m-learning, a significant portion of students still have difficulties with attention due to digital distractions. The results reveal that despite the potential presented regarding m-learning, a significant portion of students still have difficulties with attention due to digital distractions. The research indicates the need for pedagogical strategies that balance the use of mobile technologies with methods that promote concentration and effective learning.