Media multitasking performance: Role of message relevance and formatting cues in online environments

What type of content are smartphone users addicted to?: SNS vs. games

“…Students addicted to smartphones could engage in multitasking behaviors such as frequently and habitually checking SNS while they study. Multitasking while studying could lead to multiple negative consequences, including decreased academic performance (e.g., Junco, 2012;Pool, Koolstra, & van der Voort, 2003) and decreased recall of media content (e.g., , 2015Srivastava, 2013).…”

The Impact of Media Multitasking on the Cognitive and Attitudinal Responses to Television Commercials: The Moderating Role of Type of Advertising Appeal

“…For example, Pool, Koolstra, and van der Voort (2003) showed that watching television while doing homework decreases performance, while Zhang, Jeong, and Fishbein (2010) showed that the recognition of television content suffers when combined with reading. Similar or even worse effects can be expected when multitasking with different media because the amount of information and visual and auditory stimuli encountered is often enormous (Srivastava 2013).…”

“…Desirability appeals do not require detailed processing because they entail a more general and broad type of information. In particular, they rely on so-called information cues, small bits of information that are easier to process due to the limited amount of factual information they contain (Srivastava 2013). In contrast to the simple nature of information cues, the arguments and factual information presented in feasibility appeals demand more cognitive resources (Petty and Cacioppo 1986).…”

The consequences of media multitasking for youth: A review

“…In contrast, studies that investigated recall and reading comprehension rather than recognition presented clear evidence for the negative effects of media use while reading. Five of six studies showed that students' recall deteriorated when simultaneously using media, r range = À.23 to À.46 (Armstrong, Boiarsky, & Mares, 1991;Armstrong & Chung, 2000;Pool et al, 2003aPool et al, , 2003bSrivastava, 2013); only one study found no effect of media use while reading (Fox et al, 2009). In addition, six of ten studies found that media use while reading interfered with reading comprehension, r range = À.24 to À.51 (Armstrong & Greenberg, 1990;Furnham, Gunter, & Peterson, 1994;Jeong & Hwang, 2012;Pool et al, 2000Pool et al, , 2003aPool et al, , 2003b.…”