Dividing attention in the classroom reduces exam performance

Abstract

The intrusion of internet-enabled electronic devices (laptop, tablet, and cell phone) has transformed the modern college lecture into a divided attention task. This study measured the effect of using an electronic device for a non-academic purpose during class on subsequent exam performance. In a two-section college course, electronic devices were permitted in half the lectures, so the effect of the devices was assessed in a within-student, withinitem counterbalanced experimental design. Dividing attention between an electronic device and the classroom lecture did not reduce comprehension of the lecture, as measured by within-class quiz questions. Instead, divided attention reduced long-term retention of the classroom lecture, which impaired subsequent unit exam and final exam performance. Students self-reported whether they had used an electronic device in each class. Exam performance was significantly worse than the no-device control condition both for students who did and did not use electronic devices during that class. ARTICLE HISTORY

The impact of classroom seating location and computer use on student academic performance

“…Many studies have reported a negative effect of laptop use (or the use of digital devices in general) on classroom performance [13][14][15][16][17][18][19]. For example, Aguilar-Roca et al, [15] divided the classroom into laptop-permitted zones, laptop-banned zones, and control zones where the use of a laptop was not regulated.…”

“…There was no difference in attendance or percentage of students using a laptop between zoned and control sections, but there was a correlation between academic performance and note-taking preference (paper versus laptop), with paper note takers scoring significantly higher, and laptop users scoring significantly lower, than predicted by pre-class academic indicators. Glass and Kang [19] permitted or disallowed the use of digital devices (laptops or cellphones) in certain classes and found that there was no difference in clicker question scores between classes that permitted technology use and those that banned it. However, they found long-term effects, specifically that exam performance was worse for material that was taught during a technology permitted class.…”

Attention, mindwandering, and mood

“…While the use of these devices allows researchers to randomly sample multiple daily life experiences per person, the measure of external distraction with technological devices such as mobile phones and tablets precludes an unbiased assessment of irrelevant distraction. Mobile phones and other devices such as tablets are known to be a prevalent source of distraction (Oulasvirta, Rattenbury, Ma & Raita, 2011;Glass & Kang, 2018;Kuznekoff & Titsworth, 2013) which can produce enhanced attentional responses, comparable in magnitude to stimuli of personal significance (such as hearing one's own name; Roye, Jacobsen & Schröger, 2007). We aimed to include external distraction by mobile phones or tablets as one potential source of distraction in our study.…”

Wellbeing and higher education

“…Many higher education academics will be familiar with the sight of students using electronic devices, such as smartphones and laptops during lectures and wonder whether this is helpful or not. The study by Glass and Kang (2019) directly addressed this question in a sample of United States undergraduates by comparing students in classes where the use of electronic devices was and was not permitted. Students performed worse on unit and final course examinations when electronic devices were allowed.…”