Off-task social media multitasking during class: determining factors and mediating mechanism

Deng, Liping; Zhou, Yujie; Hu, Qingchun

doi:10.1186/s41239-022-00321-1

Cited by 8 publications

(8 citation statements)

References 70 publications

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“…However, from a learning perspective, individuals' behaviours should be ‘a continuous reciprocal interaction between behavior and its controlling conditions’ (Bandura & Walters, 1977, p. 2). Some studies have also found that students' ICMMBs can influence their surrounding peers' multitasking preference (Deng et al., 2022) or learning outcomes (Hall et al., 2020). Therefore, understanding college students' ICMMBs from the social learning perspective could offer an insightful research angle to the current literature.…”

Section: Discussionmentioning

confidence: 99%

“…Hall et al (2020) have indicated that students' offtask use of laptops negatively influence their neighbouring peers' learning outcomes. The study of Deng et al (2022) has showed that students' off-task social media multitasking during class can influence their peers' multitasking preference. Therefore, we hypothesize the following: H2.…”

Section: Predictors Of Icmmbsmentioning

confidence: 99%

“…Specifically, media factors involve media market or technology availability and individual media factors of audiences' access to media, such as media ownership (Kononova & Chiang, 2015), macro characteristics of media markets (Kononova, 2013) and technology usage (ie, Facebook) (Judd, 2014). Audience factors are often related to socio‐demographic factors and psychological factors, such as age (Lepp et al., 2019), gender (Jeong & Fishbein, 2007), sensation seeking (Jeong & Fishbein, 2007), polychronicity (Deng et al., 2022; Kononova & Chiang, 2015), internet addiction (Lepp et al., 2019) and impulse control (Hayashi & Nenstiel, 2019).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…The study of Deng et al. (2022) has showed that students' off‐task social media multitasking during class can influence their peers' multitasking preference. Therefore, we hypothesize the following:H2 Imitating others is positively associated with college students' ICMMBs.…”

Section: Research Model and Hypothesesmentioning

confidence: 99%

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Why do college students engage in in‐class media multitasking behaviours? A social learning perspective

Yin,

Li,

2023

Brit J Educational Tech

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People in modern society are media multitaskers due to portable devices and omnipresent wireless networks, and college students are no exception. Previous studies have indicated that students' media multitasking behaviours in class harm their academic performances, and understanding the reasons for college students' engagement in such behaviour is meaningful. However, the literature takes media multitasking behaviour as an audience behaviour, which ignores the interaction between students and their surroundings. This study fills this gap by emphasizing the role of the social learning process. A survey was conducted in a public and comprehensive university in western China, and a total of 457 valid respondents were obtained. The results from PLS‐SEM revealed that college students' in‐class media multitasking behaviours were influenced by both observational learning (ie, imitating others) and reinforcement learning (ie, in‐class interventions), and this learning process was shaped by students' media multitasking self‐efficacy and self‐management of learning. These findings contribute to the current literature by providing a relatively new perspective for understanding college students' in‐class media multitasking behaviours, and suggestions about how to deal with such behaviours are also provided. Practitioner notesWhat is already known about this topic In‐class media multitasking behaviours (ICMMBs) damage college students' academic performance. College students' ICMMBs are affected by individual factors, such as internet addiction and sensation seeking. Social learning theory is widely adopted as a general theoretical background to explain those behaviours of which possible consequences are easily observed no matter from others or from individuals themselves. What this paper adds This work enriches the media multitasking literature by investigating the predictors of ICMMBs from a relatively new perspective, that is, the social learning perspective. This work also contributes to the literature on media multitasking by examining how the social learning process of college students' ICMMBs differs across students. This work extends the application scope of social learning theory to the context of college students' ICMMBs. Implications for practice and/or policy. The role of imitating others proves the importance of the learning atmosphere in classrooms, so teachers or lecturers should pay special attention to build a learning atmosphere away from ICMMBs. Some in‐class interventions should be established, especially the formal policy of schools to require students to hand in their smartphones or other media before class and students' own mindfulness of such behaviour. Teachers or lecturers should take actions to lower the academic performance expectations of students with higher media multitasking self‐efficacy (MMSE) because students with higher MMSE often overestimate their capabilities to have good performance when conducting other tasks simultaneously.

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Section: Discussionmentioning

confidence: 99%

Section: Predictors Of Icmmbsmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Research Model and Hypothesesmentioning

confidence: 99%

See 2 more Smart Citations

Why do college students engage in in‐class media multitasking behaviours? A social learning perspective

Yin,

Li,

2023

Brit J Educational Tech

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“…However, ontask multitasking involving digital technologies for learning is less known (Wood & Zivcakova 2015). Recently, Deng et al (2022) revealed another type of phone activity that was learning-related yet off-task. That is, students used digital devices for other learning tasks unrelated to the ongoing class (e.g., working on assignments for another course).…”

Section: Multitasking Under Educational Contextsmentioning

confidence: 99%

Lost in multitasking: An exploration of Chinese university students’ in-class smartphone multitasking patterns using multiple approaches

Zhou,

Deng

2024

AJET

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Smartphone multitasking is prevalent in university classrooms, yet the nature and characteristics of this behavior have not been sufficiently understood. This empirical study explores in-class smartphone multitasking behaviors using diverse research approaches to achieve a more authentic and holistic understanding of this pervasive behavior. First, semi-structured interviews were conducted to investigate the prevalence of in-class smartphone use, the types of smartphone tasks that students engaged in, and the modes of smartphone multitasking. Experience-sampling method (ESM) was used to capture the frequency and duration of smartphone use. Subsequently, a questionnaire survey was applied to validate the data collected in the former stage. The results provide a detailed and comprehensive account of in-class smartphone multitasking behaviors, including its prevalence, task types, modes, frequency, and duration. These findings highlight the need for educational researchers and practitioners to consider this behavior from multiple perspectives and with a holistic approach.

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Distraction, multitasking and self-regulation inside university classroom

Deng,

Zhou,

Broadbent

2024

Educ Inf Technol

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As digital devices become ubiquitous in learning contexts, they have become the main source of distraction that leads to distractive multitasking. This underscores the growing importance of self-regulated learning as a means of combating distraction and persisting in learning. This study aims to bridge the perspectives of self-regulation and distractive multitasking in academic settings to gain a comprehensive understanding of how distractions from various sources induce multitasking and how students employ self-regulation strategies to manage distractions during class time. A framework was constructed to explore internal and external distractions that account for distractive multitasking and self-regulation strategies for coping with distractions. A mixed-method design was adopted to collect data from three Chinese universities. The results show that distractive multitasking can be induced by cognitive, emotional, and behavioral conditions and external factors concerning physical, social, and technological contexts. Further, students’ multitasking behaviors and implementation of self-regulated learning strategies are changeable depending on their motivation and the perceived value of the ongoing course. Our study also illuminates a range of self-regulated learning strategies that involve minimizing distractions during the planning phase and monitoring and combating distractions during class.

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Off-task social media multitasking during class: determining factors and mediating mechanism

Cited by 8 publications

References 70 publications

Why do college students engage in in‐class media multitasking behaviours? A social learning perspective

Why do college students engage in in‐class media multitasking behaviours? A social learning perspective

Lost in multitasking: An exploration of Chinese university students’ in-class smartphone multitasking patterns using multiple approaches

Distraction, multitasking and self-regulation inside university classroom

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