Learning approach and its relationship to type of media use and frequency of media-multitasking

Abstract

Her research investigates the cognitive demands of multitasking performance, in particular the role of working memory. She also researches how media-multitasking behaviour relates to individual differences in executive function in both adults and children. Rosemary Stock is a Lecturer at the University of West London. Her research focuses on the predictors of student success in higher education. She also conducts research on reasoning and decision making, specifically how these processes are affected by individual differences and cognitive ageing.

Multitasking behavior in online classrooms and academic performance: case of university students in Ecuador during COVID-19 outbreak

“…It has been possible to verify what Deng (2020) describes as the influence that the use of laptops and mobile phones has had on self-study time. The distracting factors found in the development and use of the online classes in this study are similar to those previously reported: social media (Guinness et al , 2018; Uzun and Kilis, 2019; Law and Stock, 2019; Wammes et al , 2019; Rodriguez-Triana et al , 2020) and smartphone usage (Guinness et al , 2018; Hayashi and Nenstiel, 2019; Kim et al , 2019; Rojas-Osorio and Alvarez-Risco, 2019; Larkin and Hein, 2018). The results are also similar regarding the effect of multitasking on academic performance (Lepp et al , 2015; Frimpong et al , 2016; Le Roux and Parry, 2017; Uzun and Kilis, 2019; Karim et al , 2019; Glass and Kang, 2019; Rodriguez-Triana et al , 2020).…”

Teaching Spatial Planning Using Elements of Design Thinking as an Example of Heuristic in Urban Planning

“…The diagnosis is followed by proposals of solutions intended to improve the climate situation around the world and in its major urban centers. Research results [26] confirm that the effectiveness of patterns of use of various patterns and media are dependent on the teaching approach. The improvement of results due to teamwork is also confirmed by other studies [27].…”

Why Do We Need Media Multitasking? A Self-Regulatory Perspective

“…The same pattern of results was observed in experiments in which participants were asked to pay attention to a lecture and simultaneously answer text messages or use a laptop or (in the control group) to only focus on the lecture (Sana et al, 2013 ; Dietz and Henrich, 2014 ; Gupta and Irwin, 2016 ). The main conclusion of these experiments is that media use impairs the learning process, during both learning and studying (Law and Stock, 2017 ). This effect concerns not only students using a laptop during a simulated lecture but also those sitting nearby (Sana et al, 2013 ).…”

“…This suggests that, if given additional time, heavy media multitaskers could be just as efficient as light media multitaskers (see also Fox et al, 2009 ). In another study, Law and Stock ( 2017 ) found that students who demonstrate a deep approach to learning also engage more deeply in learning technologies: they reported spending more time reading printed media and using email and “other” computer applications such as Microsoft Word. The results lead to the conclusion that it might be better to promote active learning in the classroom by using modern devices rather than trying to forbid their use.…”

“…Despite numerous investigations, however, there is no consensus on whether media multitasking is effective or not. Some studies show that it is related to poorer performance (e.g., Ophir et al, 2009 ; Oviedo et al, 2015 ; Kazakova et al, 2016 ; Bellman et al, 2017 ); however, according to other reports the opposite seems to be the case (e.g., Adler and Benbunan-Fich, 2012 ; Lui and Wong, 2012 ), and yet others show no significant relationship at all (e.g., Law and Stock, 2017 ).…”