Always connected: media multitasking during lectures and study
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Published
Jul 9, 2015
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Abstract
In this research study, we asked 100 university students to describe how they use their personal devices during study and lectures. The responses showed continuous and extensive use of mobile phones for exchanging messages, both in class and during study. The sample group we gathered appears to believe that this type of multitasking - messaging during learning activities - has no effect on the quality of learning, but only on its duration. The participants express a preference for an environment free of distraction, but at the same time attribute a positive value to the possibility of remaining in constant contact with their networks.
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Articles - Special Issue
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References
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Strobach, T., Liepelt, R., Pashler, H., Frensch, P. A., & Schubert, T. (2013). Effects of extensive dual-task practice on processing stages in simultaneous choice tasks. Attention, Perception, & Psychophysics, 75(5), 900-920.
Tabbers, H., Martens, R, & van Merriënboer, J. J. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74(1), 71-81.
Wallis, C. (2010). The impacts of media multitasking on children’s learning and development: Report from a research seminar. New York, NY: The Joan Ganz Cooney Center at Sesame Workshop. Retrieved from http://multitasking.stanford.edu/MM_FinalRepo rt_030510.pdf
Wang, Z., & Tchernev, J. (2012). The “Myth” of media multitasking: Reciprocal dynamics of media multitasking, personal needs, and gratifications. Journal of Communication, 62(3), 493-513.
Avvisati, F., Hennessy S., Kozma, R., & Vincent- Lancrin, S. (2013). Review of the Italian Strategy for Digital Schools. OECD Education Working Papers, No. 90, OECD Publishing. Retrieved from http://dx.doi.org/10.1787/ 5k487ntdbr44-en
Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54(4), 927-931.
Cades, D. M., Werner, N., Boehm-Davis, D. A., Trafton, J. G., & Monk, C. A. (2008). Dealing with interruptions can be complex, but does interruption complexity matter: a mental resources approach to quantifying disruptions. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting (Vol. 52, No. 4, pp. 398-402). Thousand Oaks, CA: Sage Publications.
Chatfield, T. (2013).Why computers of the next digital age will be invisible. BBC Future. Retrieved from http://www.bbc.com/future/ story/2013 1204-why-computers-will-beinvisible
Clayson, D., & Haley, D. (2013). An Introduction to Multitasking and Texting Prevalence and Impact on Grades and GPA in Marketing Classes. Journal of Marketing Education, 35(1), 26-40.
Fini, A., & Cigognini, E. (2009). Web 2.0 e social networking: Nuovi paradigmi per la formazione. Trento, IT: Erickson.
Fox, A. B., Rosen, J., & Crawford, M. (2008). Distractions, distractions: Does instant messaging affect college students’ performance on a concurrent reading comprehension task? Cyberpsychology and Behavior, 12(1), 51-53.
Frank, B., Martin, B., Marci, C. D., Rule, R., & Williams E. H. (2013). A (Biometric) Day in the Life. A Cross-Generational Comparison of Media Platforms. Time Inc. Retrieved from http://innerscoperesearch.com/news_old/time _warner-whitepaper-2013.pdf
Greenfield, P. (2009). Technology and Informal Education: What Is Taught, What Is Learned. Science, 323(5910), 69-71.
Hofer, M., Fries, S., Helmke, A. Kilian, B., Luhnle, C., Zivkovic, I. Goellner, R., & Helmke, T. (2010). Value orientations and motivational interference in school-leisure conflict: The case of Vietnam. Learning and Instruction, 20(3), 239-249.
Junco, R., & Cotton, S. (2011). Perceived academic effects of instant messaging use. Computers & Education, 58(1), 365-374.
Kessler, S. (May 31, 2011). 38% of College students can’t go 10 minutes without tech [Blog post]. Mashable Tech. Retrieved from http:// mashable.com/2011/05/31/college-techdevice- stats/
Lee, J., Lin, L., & Robertson, T. (2012). The impact of media multitasking on learning. Learning, Media and Technology, 37(1), 94-104.
Manca, S., & Ranieri, M. (2013). Is it a tool suitable for learning? A critical review of the literature on Facebook as a technologyenhanced learning environment. Journal of Computer Assisted Learning, 29(6), 487-504.
McCann, E. J., & Garcia, T. (1999). Maintaining motivation and regulating emotion: Measuring individual differences in academic volitional strategies. Learning and Individual Differences, 11(3), 259-279.
Monsell, S. (2003). Task switching. Trends in Cognitive Sciences, 7(3), 134-140.
Ophir, E., Nass, C., & Wagner, A. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences of the United States of America, 106(37), 15583-15587.
Paoletti, G. (2010). Social software e Multitasking: un Virus o una Risorsa? Form@re, 66. Retrieved from http://formare.erickson.it/wordpress /?p=4184
Paoletti, G. (in press). Social Media and Selfregulation: The need for strategies to achieve high quality learning. In E. Brown, A. Krasteva & M. Ranieri (Eds.), International Advances in Elearning & Social Media: Technology in 21st Century Education. Charlotte, NC: Information Age Publishing.
Park, S. (2013). The process of adapting to mobile tablet devices by switching between productive and distractive multitasking. Selected Papers of Internet Research, North America, 3, October 2013. Retrieved from http://spir.aoir.org/index.php/spir/article/view/8 09
Pashler, H., & Johnston, J. C. (1998). Attentional limitations in dual-task performance. In H. Pashler (Ed.), Attention (pp. 155-189). Hove, UK: Psychology Press.
Pashler, H., Kang, S., & Renita Y. (2013). Does Multitasking Impair Studying? Depends on Timing. Applied Cognitive Psychology, 27(5), 593-599.
Pool, M., Koolstra, C., & Van der Voort, T. (2003). Distraction effects of background soap operas on homework performance. Educational Psychology, 23(4), 361-380.
Roberts, D. F., Foehr, U. G., & Rideout, V. J. (2005). Generation M: Media in the lives of 8-18 year olds. Menlo Park, CA: Kaiser Family Foundation. Retrieved from http://www.kff.org/entmedia/upload/Generation -M-Media-in-the-Lives-of-8-18-Year-olds- Report.pdf
Rosen, C. (2008). The myth of multitasking. The New Atlantis, 20, 105-110.
Rosen, L., Carrier, L., & Cheever, N. (2013). Facebook and texting made me do it: Media induced task-switching while studying. Computers in Human Behavior, 29, 984-958.
Rosen, L., Lim, A., Carrier, L., & Cheever, N. (2011). An examination of the educational impact of text message. Induced task switching in the classroom: Educational implications and strategies to enhance learning. Psicologia Educativa, 17(2), 163-177.
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, H., & Gaved, M. (2013). Innovating Pedagogy 2013: Open University Innovation Report 2. Milton Keynes, UK: The Open University.
Strobach, T., Liepelt, R., Pashler, H., Frensch, P. A., & Schubert, T. (2013). Effects of extensive dual-task practice on processing stages in simultaneous choice tasks. Attention, Perception, & Psychophysics, 75(5), 900-920.
Tabbers, H., Martens, R, & van Merriënboer, J. J. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74(1), 71-81.
Wallis, C. (2010). The impacts of media multitasking on children’s learning and development: Report from a research seminar. New York, NY: The Joan Ganz Cooney Center at Sesame Workshop. Retrieved from http://multitasking.stanford.edu/MM_FinalRepo rt_030510.pdf
Wang, Z., & Tchernev, J. (2012). The “Myth” of media multitasking: Reciprocal dynamics of media multitasking, personal needs, and gratifications. Journal of Communication, 62(3), 493-513.