Does multitasking in the classroom affect learning outcomes? A naturalistic study

Jamet, Éric; Gonthier, Corentin; Cojean, Salomé; Colliot, Tiphaine; Erhel, Séverine

doi:10.1016/j.chb.2020.106264

Cited by 60 publications

(35 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Advancement in media technologies and increasing relationship of individuals with social media services also have brought adolescents to deal with more than one task frequently at the same time during studying or doing homework. Engaging in off‐task behaviors in learning situations have been commonplace for students and multitasking with media technologies may cause distraction during learning process (Alghamdi et al, 2020; Jamet, Gonthier, Cojean, Colliot & Erhel, 2020). This imply the directional relationships among media multitasking, social media use and attention control of self‐regulation as consistent with media ecology theory and cognitive bottleneck theory of attention.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The mediating role of attention control in the link between multitasking with social media and academic performances among adolescents

Kokoç

2021

Scandinavian J Psychology

View full text Add to dashboard Cite

Prevalence of using social media services while learning, studying and doing homework is increasing rapidly among adolescents in the digital age. Although there is evidence for negative consequences of multitasking with social media, little is known about impact of social media multitasking from perspective attention control of self‐regulation. This study examined the mediating role of attention control as a component of self‐regulation in the link between social media multitasking and academic performances in a sample of adolescents who were recruited from high school students (N = 637). A correlational research design was used in the study. To examine study hypothesis, a mediation model was tested using simple mediation analysis in macro PROCESS (model 4). Results have revealed that attention control of self‐regulation mediated the negative relationship between multitasking with social media and academic performances of the students. Multitasking with social media was a negatively significant predictor of academic performance, whereas attention control positively predicted academic performance. It implies that more frequent multitasking behavior with social media had lower attention control and poorer academic performances. The conclusions of the study suggest a critical role for attention control in decreasing negative effect of multitasking with social media on academic performances of adolescents in high school setting. Implications and suggestions for future studies are proposed.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

The mediating role of attention control in the link between multitasking with social media and academic performances among adolescents

Kokoç

2021

Scandinavian J Psychology

View full text Add to dashboard Cite

show abstract

“…Es importante destacar que la distracción derivada de la realización de múltiples tareas en clase se relaciona también con reducciones significativas en el aprendizaje y las notas obtenidas (véanse, por ejemplo, Wammes et al, 2019;Wei et al, 2014). Los estudiantes que realizan múltiples tareas con los dispositivos móviles durante el tiempo de clase tienden a mostrar más problemas de comprensión del material o de las explicaciones dadas en clase, esto es, tienen peor memoria o capacidad cognitiva para el procesamiento de la información transmitida durante la clase por el personal docente (véanse, por ejemplo, Barak et al, 2006;Demirbilek y Talan, 2018;Jamet et al, 2020;Kraushaar y Novak, 2010;Sana et al, 2013).…”

Section: Estudios De Investigaciónunclassified

Uso de dispositivos móviles en las aulas de la universidad y rendimiento académico: revisión de la literatura y nueva evidencia en España

Alonso‐Conde

Rojo-Suárez

Zúñiga‐Vicente

2021

TCE

View full text Add to dashboard Cite

Este trabajo se hace eco de un animado debate, que está presente en los últimos años en el ámbito de la educación superior, sobre si hay que permitir o se debe prohibir el uso de dispositivos móviles por los estudiantes en el aula. A fin de facilitar una toma de decisiones más informada, se revisa en profundidad la evidencia empírica existente hasta la fecha sobre la relación entre el uso de dispositivos móviles en las aulas y el rendimiento académico de los estudiantes. Se proporciona también nueva evidencia empírica sobre dicha relación, considerando ciertos aspectos que han sido ignorados por la investigación previa, como son la asignatura que se enseña, las características/intereses de los docentes, el año de estudio o el tamaño de la clase. Los resultados dispares del análisis empírico realizado, así como de la evidencia disponible, sugieren que el uso de estos dispositivos móviles y su relación con el rendimiento académico es un asunto complejo que debe ser analizado cuidadosamente. Se sugiere que la cuestión de si el uso de dispositivos móviles debe permitirse o prohibirse en el aula debería reemplazarse por cómo los docentes pueden sacar el mejor partido posible del uso de tales dispositivos en sus clases. Además, se presentan otras propuestas que pueden ser especialmente útiles en un contexto educativo como el actual, que está muy condicionado por la crisis de la COVID-19.

show abstract

“…Numerous studies have generated substantial evidence that distracted learning has quite a detrimental effect on learning (e.g., Fernandes & Mosocovitch, 2000; Foerde, Knowlton, & Poldrack, 2006; Glass & Kang, 2019; Jamet et al., 2020; May & Elder, 2018; Neiterman & Zaza, 2019; Paul, 2013; Rosen, Carrier, & Cheever, 2013; Sana, Weston, & Cepeda, 2013). Collectively, these studies reveal a cascade of negative outcomes that occur as a result of students engaging in off‐task multitasking.…”

Section: What Does the Research Say?mentioning

confidence: 99%

“…The educational issue swirling around in my head is what should or can we do about the apparent epidemic of students multitasking, while they are supposed to be unifocused on learning (termed by some as “distracted learning”)? I am not alone in observing this problem, as stated by Jamet, Gonthier, Cojean, Colliot, and Erhel (2020), “It is now commonplace for university students to engage in off‐task behaviors during lectures. Many studies have clearly shown that students multitask frequently and in a variety of ways while they are supposed to be listening to their teacher.” In this article, I would like to share with you some of the latest research findings associated with distracted learning, as well as being distracted in general, and some effective approaches and ideas to help our students, and ourselves, get focused.…”

Section: Introduction: the Big Problem And The Golden Opportunitymentioning

confidence: 99%

Distracted learning: Big problem and golden opportunity

Schmidt

2020

J of Food Science Edu

View full text Add to dashboard Cite

Numerous studies from psychology, cognitive science, and neuroscience have generated substantial evidence suggesting that multitasking while doing schoolwork has a significant detrimental effect on student learning and performance. Despite this evidence, attending to multiple streams of information and entertainment while doing homework, writing a paper, studying, or even during class (face-to-face or online) has become common behavior among young people. Thus, the objective of this trends article is to discuss some of the latest research findings associated with distracted learning, including why students, and people in general, get distracted in the first place, and to share some effective approaches and ideas to help our students, and ourselves, get focused. Learning how to become indistractable is an essential and timeless skill for success in education, as well as many other facets of life.

show abstract

Does multitasking in the classroom affect learning outcomes? A naturalistic study

Cited by 60 publications

References 43 publications

The mediating role of attention control in the link between multitasking with social media and academic performances among adolescents

The mediating role of attention control in the link between multitasking with social media and academic performances among adolescents

Uso de dispositivos móviles en las aulas de la universidad y rendimiento académico: revisión de la literatura y nueva evidencia en España

Distracted learning: Big problem and golden opportunity

Contact Info

Product

Resources

About