Multitasking Resources
The
relationship between cell phone use, academic performance, anxiety, and
satisfaction with life in college students [multitasking]
Lepp, A., Barkley, J. Karpinski, A. (2014). The relationship between cell phone use,
academic performance, anxiety, and Satisfaction with Life in college students. Computers in Human Behavior, February
2014, 3/Pages 343-350. Retrieved from http://www.sciencedirect.com.proxy.ufv.ca:2048/science/article/pii/S0747563213003993
Highlights
•
Measured cell phone use (CPUse) to include the device’s complete range of
functions.
•CPUse
was negatively related to students’ actual Grade Point Average (GPA).
•CPUse
was positively related to anxiety (as measured by Beck’s Anxiety Inventory).
•GPA
was positively and anxiety was negatively related to Satisfaction with Life
(SWL).
In-class multitasking and
academic performance
Junco, R. (2012).
Department of Academic Development and Counseling, Lock Haven University, 104
Russell Hall, Lock Haven, PA 17745, United States. In-class multitasking and academic
performance. Computers In Human Behavior, November, 2012 28(6) pp. 2236-2243.
doi:10.1016/j.chb.2012.06.031. Retrieved from http://eds.b.ebscohost.com.proxy.ufv.ca:2048/eds/detail/detail?vid=2&sid=bed745ea-22a7-4061-b558-c5d7948a9b19@sessionmgr114&hid=104&bdata=JnNpdGU9ZWRzLWxpdmU=#db=edselp&AN=S0747563212001926
Abstract
The
omnipresence of student-owned information and communication technologies (ICTs)
in today’s college classrooms presents educational opportunities but can also
create learning problems. Specifically, multitasking with these technologies
can interfere with the learning process. Indeed, research in cognitive science shows
that there are clear performance decrements when trying to attend to two tasks
at the same time. This study examines the frequency with which students
multitask during class using a large sample (N = 1,839) and examines the relationship
between multitasking and academic performance as measured by actual overall
semester grade point average (GPA). Students reported frequently text messaging
during class but reported multitasking with other ICTs to a lesser extent.
Furthermore, only social technologies (Facebook and text messaging) were negatively related to GPA.
Zhang, W. (2015). Learning
variables, in-class laptop multitasking and academic performance: A path
analysis. Computers & Education, 8182-88.
doi:10.1016/j.compedu.2014.09.012.
Retrieved from http://eds.b.ebscohost.com.proxy.ufv.ca:2048/eds/detail/detail?vid=4&sid=bed745ea-22a7-4061-b558-c5d7948a9b19%40sessionmgr114&hid=126&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=edselp&AN=S0360131514002127
•In-class laptop multitasking has a negative
impact on grade.
•The effect size of multitasking is
similar to intrinsic and extrinsic motivations.
•Self-regulation behaviors are negatively associated with multitasking.
•The paper recommends building students' self-efficacy and learning
motivations.
Abstract
This study examines the relationships among learning
variables, multitasking,
and academic performance. Based on a survey with
176 college students, zero-order correlations were first tested between multitasking behaviors and grade.
After identifying the relevant multitasking behavior
(i.e., multitasking with
laptops in lecture halls), the multitasking pattern
was entered into a path analysis in order to understand its impact on grade, in
comparison to learning variables. It is
found that in-class laptop multitasking has a negative
impact on grade, with an effect size similar to the impacts of intrinsic and
extrinsic motivations, although in a reversed direction. Furthermore, the
path analysis shows that self-regulation behaviors are negatively associated
with in-class laptop multitasking, suggesting that we
should look at in-class laptop multitasking as lack of
self-regulation. Finally, the results indicate that self-efficacy and extrinsic
motivation influence self-regulation behaviors, implying that educators and
parents need to encourage students' self-regulation of laptop multitasking behaviors through
building students' senses of self-efficacy and learning motivations (or
employing strategies where laptops are used deliberately as part of class), instead of simply banning
laptops in classrooms.
Make it our time: In class multitaskers have lower academic performance
Bellur,
S., Nowak, K. L., & Hull, K. (2015). [Department of Communication,
University of Connecticut]. Make it our time: In class multitaskers have lower
academic performance. Computers In Human Behavior, doi:10.1016/j.chb.2015.06.027. Retrieved from http://eds.b.ebscohost.com.proxy.ufv.ca:2048/eds/detail/detail?vid=6&sid=bed745ea-22a7-4061-b558-c5d7948a9b19%40sessionmgr114&hid=126&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=edselp&AN=S0747563215004677
•Data highlight the prevalence of multitasking both within and
outside classroom.
•In-class multitasking was found to be
negatively predictive of current college GPA.
•Multitasking during
homework increases time spent studying outside class.
•Texting emerged as a dominant multitasking activity within and
outside classroom.
•Implications for technology use, practices and
policies in academia are discussed.
Abstract:
Young adults, especially college students, are
consistently engaging in multiple tasks simultaneously. They are texting,
reading, and using social media while studying and attending class. While there are a variety of
contexts and relationships likely influenced by this, the present research
project examines the influence of media multitasking in the context of students in
technology-saturated classrooms and how this is impacting learning and academic performance. A survey of college students examined the impact of
technology-based multitasking behaviors
both within and outside classrooms. Data demonstrate that those who multitask
frequently in-class multitasking have lower current
college GPAs. This relationship remained significant even after controlling for
perceived multitasking efficacy
and time spent studying outside of class.
Texting emerged as a dominant activity both while attending class and while doing homework.
Females seem to use technologies more for maintaining mediated interpersonal
interactions and social connections. Males seem to use technology more for
online information seeking and for consuming online videos. Those who
reported multitasking while
doing homework spent
more time spent studying outside of class, thereby contributing to inefficient study habits.
Implications for technology use, best practices and policies in academic settings are discussed.
Examining the impact of off-task multitasking with technology on
real-time classroom learning
Wood, E.,
Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A.
(2012). Examining the impact of off-task multi-tasking with technology on
real-time classroom learning. Computers & Education, 58365-374.
doi:10.1016/j.compedu.2011.08.029Computers & Education, 58 (1) (2012), pp.
365–374. Retrieved from http://eds.a.ebscohost.com/eds/detail/detail?vid=15&sid=ed8a9249-fbe5-4175-85e7-271bb6094e9b%40sessionmgr4002&hid=4113&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=edselp&AN=S0360131511002077
Abstract
The purpose of the present study
was to examine the impact of multi-tasking with
digital technologies while attempting to learn from real-time classroom lectures
in a university setting. Four digitally-based multi-tasking activities
(texting using a cell-phone, emailing, MSN messaging and Facebook™) were
compared to 3 control groups (paper-and-pencil note-taking, word-processing
note-taking and a natural use of technology condition) over
three consecutive lectures. Comparisons indicated that participants in the
Facebook™ and MSN conditions performed more poorly than those in the
paper-and-pencil use control. Follow-up analyses were required to accommodate
the substantial number of students who failed to comply with the limited use
of technology specified by their assigned conditions. These
analyses indicated that participants who did not use any technologies in
the lectures outperformed students who used some form of technology.
Consistent with the cognitive bottleneck theory of attention (Welford, 1967)
and contrary to popular beliefs, attempting to attend to lectures and engage
digital technologies for off-task activities
can have a detrimental impact on learning.
In-class laptop use and its
effects on student learning [multitasking]
Fried, Carrie B. 2008.
"In-class laptop use and its effects on student learning." Computers
& Education 50, 906-914. ScienceDirect, EBSCOhost (accessed
June 30, 2015). Retrieved from http://www.sciencedirect.com.proxy.ufv.ca:2048/science/article/pii/S0360131506001436
Abstract
Recently, a debate has begun over whether in-class laptops aid
or hinder learning. While some research demonstrates that laptops can
be an important learning tool, anecdotal evidence suggests
more and more faculty are banning laptops from their
classrooms because of perceptions that they distract students and
detract from learning. The current research examines the nature of
in-class laptop use in a large lecture course
and how that use is related to student learning. Students completed
weekly surveys of attendance, laptop use, and aspects
of the classroom environment. Results showed that students who
used laptops in class spent considerable time
multitasking and that the laptop use posed a
significant distraction to both users and fellow students. Most
importantly, the level of laptop usewas negatively
related to several measures of student learning,
including self-reported understanding of course material and overall course
performance. The practical implications of these findings are discussed.
Unstructured vs. Structured Use of Laptops in Higher Education
[multitasking]
Kay, Robin H., and Sharon
Lauricella. 2011. "Unstructured vs. Structured Use of Laptops in Higher Education.
“Journal of Information Technology Education 10, IIP. ERIC,
EBSCOhost (accessed June 30, 2015).
Abstract:
A majority of today's higher education students
have been nurtured on a steady diet of technology and Internet access, leading
to the increased presence of laptops in higher education classrooms.
However, many instructors are unsure whether or how to assimilate this
technology into their lessons. The purpose of the following study was to
examine the impact of unstructured (limited use) vs. structured (active use) use of laptops for
177 university students (89 males, 88 females). Both on-task (note taking,
academic activities) and off-task (email, instant messaging, games, and movies)
behaviours were examined by surveying students. Paired-t-tests revealed
that structured use of laptops resulted
in significantly more time spent on note taking and academic activities and
significantly less time spent on sending personal emails, instant messages and
playing games during class. It is concluded that future research needs to focus
on evaluating specific strategies that maximize the benefits and minimize the
distractions of using laptops. (Contains 2 tables.)
No comments:
Post a Comment