Preference for multitasking, technological dependency, student metacognition, &amp; pervasive technology use: An experimental intervention

Terry, Colin; Mishra, Punya; Roseth, Cary J.

doi:10.1016/j.chb.2016.08.009

Cited by 55 publications

(49 citation statements)

References 37 publications

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“…In our study, the preference for task switching was strongly correlated with the smartphone use, in contrast with other studies (e.g. Terry et al, 2016). Contrary to cited research (e.g.…”

Section: Resultscontrasting

confidence: 56%

“…Similarly, the students who are more active on Facebook reported lesser school performance. The GPAs are lower for the students who own a Facebook account (Terry et al, 2016;Wood et al, 2015). In this case, we propose two explanations: the students with lesser performance prefer the activities on Facebook as compensation, or the frequent access of Facebook wastes their learning time.…”

Section: Resultsmentioning

confidence: 99%

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2017

Eur. j. interdiscip. stud.

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“…In our study, the preference for task switching was strongly correlated with the smartphone use, in contrast with other studies (e.g. Terry et al, 2016). Contrary to cited research (e.g.…”

Section: Resultscontrasting

confidence: 56%

Section: Resultsmentioning

confidence: 99%

Untitled

2017

Eur. j. interdiscip. stud.

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“…Task switching, or media multitasking, is the consumption of two or more streams of content, facilitated by technology, and has several undesired outcomes (Terry et al, 2016). A study from 2013 found that media multitasking is not correlated with age, but the participants who preferred more to task-switch showed more dependency on technology and less positive attitudes (Rosen et al, 2013).…”

Section: Anxiety Without Technology and Task Switchingmentioning

confidence: 99%

Anxiety with and Without New Technology Among Romanian High School Students

Cocoradă

2017

Eur. j. interdiscip. stud.

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Nowadays, the new technology defines the classroom and students' and teachers' life. Sometimes the attitude towards technology use is marked by negative dysfunctional emotion, anxiety, fear, avoidance or dependence. This paper focuses both on the anxiety with the new technology and on the anxiety without technology. Our research aims to examine the attitudes and behaviours of Romanian high school students regarding trendy technologies, such as computers, internet and smartphones, including the access to social networking applications. The following tools were used: CARS (Heinssen, Glass, & Knight, 1987), IAS (Nickel and Pinto, 1986), four scales from MTUAS (Rosen, Whaling, Carrier, Cheever, and Rokkum, 2013), the Use of Smartphones for Learning Purposes Scale-USLS and a socio-demographic questionnaire. There were 517 participants distributed in two studies. The findings showed some differences concerning gender, age, specialization and academic performance, as well as an evolution of participants from the anxiety towards the computer (highest with females) to the anxiety without technology (similar for females and males). School performance is negatively associated with computer anxiety and Facebook activities. The study is important in the Romanian context, where computers, internet and smartphone penetration is more pronounced with younger people. Pedagogical issues of the research are also discussed, anxiety having a double function, as an endogenous and exogenous factor with respect to one's academic and professional development.

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“…Findings suggest that students' technology use is highly attributed to their anxiety without technology and dependency on technology, rather than any actual preference for multitasking [5] [29]. Apparently, the driving force behind multitasking is emotional rewards gained even at the cost of learning [26] [30] [26].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Common multitasking activities during learning are social networking, surfing, chatting, texting, tweeting, downloading music and movies, listening to music, studying another lesson, e-mailing, video gaming, note-taking, eating, and drinking [2]. Research on information and communication technology (ICT)-induced multitasking among students documents a number of unlikeable outcomes, such as heightened distraction and less attention, hampered learning and hindered productivity at the expense of better academic performance [3][4][5][6][7] [8] [9,10] [11,12] [9,13]. Nonetheless, other recent studies suggest that multitasking does not always have negative outcomes and may even have beneficial cognitive outcomes [14] [15].…”

Section: Introductionmentioning

confidence: 99%

Effect of Information and Communication Technology-induced Multitasking on Academic Performance of University Students in Uganda

Jehopio¹,

Wesonga²,

Candia³

2017

IJCATR

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Numerous researches on information and communication technology (ICT)-induced multitasking among students document a number of unfavourable consequences, such as heightened distraction and less attention, hampered learning and hindered productivity at the expense of better academic performance. This study focused on the effect of information and communication technology induced multitasking on academic performance of university students in Uganda. To this end, primary data were collected during the month of May 2016 using stratified cluster sample design. A self-reported questionnaire was used to collect data from 312 students of Makerere University who participated in the study. Through structural equation modelling (SEM), it was demonstrated that ICT-induced multitasking does not affect academic performance directly but through self-regulation, attention span, emotional control and productivity focus. Nonetheless, multitasking does not always have negative consequences. To a majority of students, multitasking provides emotional satisfaction and enjoyment, which do correlate positively with good academic performance. Indeed, multitasking can be an effective use of time when well-regulated and an efficient tool in problem solving. Multitasking may only be indicative of the changing nature of norms. Traditionally, one was expected to give and receive undivided attention when talking in a face-to-face conversation with another; yet new norms are evolving for the networked society, such as responding to text messages promptly. To buffer the negative effect of ICT-induced multitasking on academic performance, one needs a facility with a good degree of self-regulation, attention span, emotional control and productivity focus.

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Preference for multitasking, technological dependency, student metacognition, & pervasive technology use: An experimental intervention

Cited by 55 publications

References 37 publications

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Anxiety with and Without New Technology Among Romanian High School Students

Effect of Information and Communication Technology-induced Multitasking on Academic Performance of University Students in Uganda

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