A Naturalistic Investigation of Media Multitasking While Studying and the Effects on Exam Performance

Patterson, Margaret F.

doi:10.1177/0098628316677913

Cited by 46 publications

(30 citation statements)

References 31 publications

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“…A more recent take on media multitasking offered by Patterson (2017) indicates that "media multitasking can take on many forms, such as multiscreen media multitasking with two or more media devices at once, such as using a smartphone or tablet while other digital media is simultaneously consumed" on a single device. The author differentiates between the terms "digital media" and "digital device" pointing out that "many different modalities of digital media can be consumed on most digital devices".…”

Section: Multitasking and Its Negative Effects On Learningmentioning

confidence: 99%

A critical review of mobile learning integration in formal educational contexts

Pedro

Barbosa

Santos

2018

Int J Educ Technol High Educ

150

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The use of digital technology in the learning process and teaching practices in formal teaching is highly dependent on the ability of teachers of introducing it without jeopardizing the richness of the classroom environment, namely the attention that students need to follow the flow of argumentation and to guarantee the quality of the inquiring.Although several studies value the importance of technologies in our media-enriched world and the "learn anytime and anywhere" motto associated with mobile learning, we argue that the classroom dynamics are becoming more and more at risk with the addictive dimension brought about by the ubiquitous presence of digital devices and social media in students' lives. In this article, we will make a critical review of the literature related to mobile learning because there is still a need of more extensive research on the interference of technology in the classroom, especially on how multitasking affects the teacher role in-class as a media orchestrator and learning facilitator. Finally, we will discuss the use of technology in the formal classroom environment, mainly to stimulate a much-needed discussion about the bright-not-so-bright impacts of technology in the teaching and learning process.

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Section: Multitasking and Its Negative Effects On Learningmentioning

confidence: 99%

A critical review of mobile learning integration in formal educational contexts

Pedro

Barbosa

Santos

2018

Int J Educ Technol High Educ

150

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“…Although multitasking is not a new phenomenon, its frequency has increased markedly due to the pervasiveness and ubiquity of digital technologies (Wood & Zivcakova, 2015). Against this backdrop, laptops and phones are shown to be the major source of distraction for students (Hembrooke & Gay, 2003;Rosen et al, 2013); hence there has been increasing concern over the disruptive force of computers and smart phones and their effect on student memory, concentration, and learning performance (e.g., Junco & Cotten, 2012;Patterson, 2017;Ravizza, Uitvlugt, & Fenn, 2017;Wood et al, 2012). However, our understanding of the nature of interruption from mobile phones and computers and the process of the ensuing task switching is far from conclusive.…”

Section: Introductionmentioning

confidence: 99%

Laptops and mobile phones at self-study time: Examining the mechanism behind interruption and multitasking

Deng

2020

AJET

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This study examines university students’ multitasking with computers and mobile phones in an authentic self-study context, with the primary focus being on off-task multitasking and interruption as precursor to multitasking. The study drew on interviews, observation, and video-stimulated recall to reveal the triggers for and processes of multitasking. It has identified pop-up notifications as the main external interruption and task completion as well as boredom as the internal sources of interruption. The results also pinpointed task as an important dimension associated with both internal and external interruptions. A framework of multitasking triggers was constructed encompassing user, technology and task. The implications of the findings for students, teachers and researchers are also discussed.

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“…Using a classification proposed by Google (2012) for consumer usage of devices, being either simultaneous or sequential, this research aims to explore these two patterns of device use for learning. Most commonly, studies of student multitasking behaviour tend to focus on students using two or more digital devices at the same time for unrelated tasks (Patterson 2017). However, there are few studies that explore the usage of devices for related learning activities, across different locations and times.…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

Supporting seamless learners: exploring patterns of multiple device use in an open and distance learning context

Krull¹,

Duart

2019

Research in Learning Technology

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Educators need to be aware of not just what their students are learning, but how and why as well. This study investigates how Open and Distance Learning (ODL) students make use of multiple devices for learning, particularly how students use their devices together. This study is situated in the context of 'seamless learning', where ODL students learn at different times, in different locations and with the use of different technologies. Understanding the needs and learning practices of students can help to improve the design of learning experiences and support offered to students. Data were collected through semi-structured interviews at two ODL universities, one in Spain and one in South Africa. The results show that while students mainly use one digital device at a time, they sometimes make use of two or more devices together. This usage can be characterised as sequential (moving from one device to another) or simultaneous (using two or more devices together at a time). This article describes the study patterns associated with sequential and simultaneous use of multiple devices, facilitated by the use of different devices and synchronisation tools. A continuum of seamless learners is proposed that can be used to help identify levels of support required by ODL students.

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A Naturalistic Investigation of Media Multitasking While Studying and the Effects on Exam Performance

Cited by 46 publications

References 31 publications

A critical review of mobile learning integration in formal educational contexts

A critical review of mobile learning integration in formal educational contexts

Laptops and mobile phones at self-study time: Examining the mechanism behind interruption and multitasking

Supporting seamless learners: exploring patterns of multiple device use in an open and distance learning context

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