Off-task multitasking, note-taking and lower- and higher-order classroom learning

Waite, Bradley M.; Lindberg, Rachel; Ernst, Brittany A.; Bowman, Laura L.; Levine, Laura E.

doi:10.1016/j.compedu.2018.01.007

Cited by 47 publications

(14 citation statements)

References 56 publications

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“…While many of the arguments here also apply to the broader notion of multitasking (the analysis targets the problem of defining task , which is certainly also relevant in the case of ordinary multitasking), explicitly making this connection is beyond the scope of this article. Second, while the concept of media multitasking is still widely used today (e.g., Lau, 2017; May & Elder, 2018; Waite, Lindberg, Ernst, Bowman, & Levine, 2018), the present analysis mainly targets empirical studies published around 2010–2015 that helped to establish and consolidate the academically negative effects of media multitasking as an empirical fact.…”

Section: Experimental Methods and Conceptual Confusionmentioning

confidence: 99%

Multitasking as distraction: A conceptual analysis of media multitasking research

Aagaard

2018

Theory & Psychology

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The word "multitasking" gets thrown around a lot these days. For years it was touted as the cognitive default for a new generation of digital natives, but psychologists are increasingly warning us against its harmful effects on many different forms of human activity. What exactly is meant by the concept of multitasking, however, remains peculiarly taken-for-granted. The purpose of this article is therefore to analyze, evaluate, and interpret how the word "multitasking" is currently being used in scientific practice. Taking departure in the domain of media multitasking research, the article reveals an unacknowledged normativity in the empirical research literature: Multitasking does not in fact denote a quantitative enumeration of tasks, but a qualitative distinction between on-and off-task activity. In other words, multitasking is functionally equivalent to distraction. This article discusses how this insight challenges the scientific rationality of current media multitasking research and concludes with implications for future research.

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Section: Experimental Methods and Conceptual Confusionmentioning

confidence: 99%

Multitasking as distraction: A conceptual analysis of media multitasking research

Aagaard

2018

Theory & Psychology

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“…Engaging in off-task behavior on digital devices (such as texting) during learning environments has demonstrated detrimental effects on learning in various studies (Gingerich & Lineweaver, 2014;Mendoza et al, 2018;Waite et al, 2018;Wood et al, 2012). These findings are eye-opening in light of learners' limited cognitive resources (e.g., Cowan, 2016): Cognitive resources bound by off-task behavior are unavailable for deep processing the given learning material.…”

Section: Risks Of Interruptions and Smartphone Related Off-task Behavior During Web-based Learningmentioning

confidence: 99%

Web-Based Training and the Roles of Self-Explaining, Mental Effort, and Smartphone Usage

Hefter

2021

Tech Know Learn

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The rising prevalence of online courses and ubiquitous smartphone use pose challenges to researchers and instructors. Open questions concern the effectiveness of digital interventions under unsupervised non-lab conditions, as well as potential associations between interruptions, smartphone usage, and learning. We experimentally tested a web-based training intervention based on video examples and self-explanation prompts with 53 undergraduate teacher students (training condition, n = 27 versus control condition, n = 26). Despite the unsupervised non-lab conditions with potential distractions and interruptions, we found the expected effect on learning outcomes. More interestingly, this effect was completely mediated by self-explanation quality. Furthermore, the effect of self-explanation quality on declarative knowledge was moderated by the number of interruptions during the web-based learning. Moreover, we implemented a simple yet valid method to assess the learners’ mean daily smartphone usage time. To do that, we relied on logging-functions most smartphones already have preinstalled. We detected moderate, negative correlations between the learners’ mean daily smartphone usage and their task engagement (i.e., mental effort and lack of interruptions) during our intervention. Our findings emphasize how effective it is to self-explain video examples, and how important it is to not get interrupted during web-based learning.

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“…At school, experimental studies have confirmed that smartphone use during lessons has a negative impact on academic performance regardless of teachers' consent (Felisoni & Godoi, 2018;Beland & Murphy, 2016). Indeed, smartphones represent a source of distraction that can interfere with activities such as note taking and undermine student learning (Waite et al, 2018).…”

Section: Towards Smartphone Pervasivenessmentioning

confidence: 99%

Smartphone Use and Academic Performance: A Pervasiveness Approach Beyond Addiction

Gerosa¹,

Gui²,

Büchi³

2020

Preprint

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Over the past decade smartphones have permeated all domains of adolescents’ everyday lives, with research dominated by the pathologizing concept of “smartphone addiction.” This study compares one of the most used measures of smartphone addiction with a new alternative measure, smartphone pervasiveness, which focuses on the frequency of smartphone use at key social and physiological moments of daily life. A sample of 3,289 Italian high school students was used to validate the two constructs and compare their suitability and sensitivity for research on academic performance. First, the dimensionality, validity, and invariance of the two constructs were evaluated, and second, their relationships with students’ standardized test scores were modeled, accounting for potential confounders at individual and family levels. Results show the advantages of using a pervasiveness approach to advance communication theory with regards to the problematic aspects of smartphone use.

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Off-task multitasking, note-taking and lower- and higher-order classroom learning

Cited by 47 publications

References 56 publications

Multitasking as distraction: A conceptual analysis of media multitasking research

Multitasking as distraction: A conceptual analysis of media multitasking research

Web-Based Training and the Roles of Self-Explaining, Mental Effort, and Smartphone Usage

Smartphone Use and Academic Performance: A Pervasiveness Approach Beyond Addiction

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