Laptop multitasking hinders classroom learning for both users and nearby peers
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TLDR
It is found that participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask, and participants who were in direct view of a multitasking peer scored lower than those who were not.Abstract:
Laptops are commonplace in university classrooms. In light of cognitive psychology theory on costs associated with multitasking, we examined the effects of in-class laptop use on student learning in a simulated classroom. We found that participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask, and participants who were in direct view of a multitasking peer scored lower on a test compared to those who were not. The results demonstrate that multitasking on a laptop poses a significant distraction to both users and fellow students and can be detrimental to comprehension of lecture content.read more
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Changing counterproductive beliefs about attention, memory, and multitasking: Impacts of a brief, fully online module
Investigating Multitasking with Technology in Academic Settings
Abstract: The presence of multitasking has become more and more prevalent in most if not all aspects of today’s society. This reoccurring display of multitasking is extremely prominent within the classrooms of our nation’s colleges and universities. While supposedly paying attention to lectures and taking efficient notes, students can be seen texting and using social media on their phones, or having a wide variety of possible tabs and windows pulled up on their laptops or tablets. This apparent habit of almost every higher-education level student has raised a multitude of questions in various fields of study over the years. It has also provided professors with yet another obstacle that they must overcome to effectively teach their students. In this study, we explore these issues and develop an extensive conceptual model outlining the factors that may impact multitasking with technology in academic settings.
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Bringing cognitive dissonance theory into the scholarship of teaching and learning: Topics and questions in need of investigation.
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Multitasking Costs on Metacognition in a Triple-Task Paradigm
Mahiko Konishi,Mahiko Konishi,Bruno Berberian,Vincent de Gardelle,Jérôme Sackur,Jérôme Sackur +5 more
TL;DR: In this paper, a multimodal paradigm was devised in which participants performed a sensorimotor tracking task, a visual discrimination task, and an auditory 2-back working memory task, either separately or concurrently, while also evaluating their task performance every 15 s.
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