The main aim of this study was to examine the influence of smartphone usage during lectures on concentration and memorisation of information. The subsidiary aims of this study were to examine the potential existence of the moderation effect of smartphone addiction on the correlation between concentration and memorisation of information, as well as to investigate which predictors explain individual differences in concentration during lectures. The sample for this study consisted of 88 psychology students, who were not aware of the true purpose of the study they were to take part in. All participants listened to a 20-minute recorded lecture on the history of the development of psychology in Croatia, after which they took a test related to the lecture and filled out questionnaires. Participants were randomly divided into three groups: (A) control (without smartphone), (B) first experimental (smartphone present, but usage is forbidden) and (C) second experimental (smartphone present and usage is permitted). In groups B and C, each participant received one text message and one phone call. Although previous research showed that the presence and use of smartphones as well as smartphone notifications can impair learning and cognition, the results of this study showed that the usage of smartphones has no effect on concentration and memorisation of information. The obtained results can be explained by the fact that the participants most likely approached the experiment motivated and that they found the topic of the lecture interesting. Also, the results showed that smartphone addiction does not change the connection between concentration and memorisation of information. However, the set of predictors explain 32.5% of variance in concentration, while the motivation of students and the interestingness of the lecture explains the most variance (20.2%). In conclusion, in future research on this topic, it is important to take into account the role of motivation.