Using technology to promote classroom instruction: assessing incidences of on-task and off-task multitasking and learning

Wood, Eileen; Mirza, Amna; Shaw, Lindsay

doi:10.1007/s12528-018-9185-1

Cited by 31 publications

(27 citation statements)

References 32 publications

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“…Indeed, students comfort with technologies did not impact response times to texts/messages. Also consistent with recent previous literature (e.g., Wood et al, 2018), the students in our sample were positive but cautious with respect to their perceptions about being able to multitask. Although they believed they would be "somewhat capable" of multitasking, they acknowledged that doing so would negatively impact learning.…”

Section: Discussionsupporting

confidence: 91%

“…However, greater decrements in learning were noted for lecture content items associated with a message cue versus items not associated with a message cue. This is consistent with previous literature that suggests that multitasking negatively impacts performance (e.g., Carter et al, 2017;Wood et al, 2018).…”

Section: Impact Of Response Time On Performancesupporting

confidence: 93%

“…To meet the social expectations, students may perceive the need to have their devices on and readily available during classes as well as being vigilant in checking and responding to messages received (Courage, Bakhtiar, Fitzpatrick, Kenny, & Brandeau, 2015;Rosen, Carrier, & Cheever, 2013). These behaviours can distract students from lectures, group work, and other in-class task demands (Courage et al, 2015;Wood, Mirza, & Shaw, 2018). It is not surprising, therefore, that concerns have arisen when mobile devices are present in the classroom and why both instructors and students feel the strain of that presence, albeit from differing demands and perspectives.…”

Section: Introductionmentioning

confidence: 99%

“…Early research suggested that students not only believed that they were capable of multitasking but they also believed that multitasking would not negatively impact their academic performance (Hammer et al, 2010). More recent research suggests that students demonstrate awareness that use of cellphones relative to other mobile devices such as laptops and tablets is more likely to negatively impact learning outcomes (e.g., Wood et al, 2018). The present study examines students' responsiveness to texts and messages as a function of students' beliefs about the impact of multitasking on learning.…”

Section: Introductionmentioning

confidence: 99%

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Students Can Exhibit Discretionary Responding to Texts Social Media Messages During Class: Fact or Fiction?

Arslantas

Wood

Boersen

et al. 2019

IJHE

Self Cite

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Terms such as ‘compulsion’ and ‘addiction’ are often used when describing young adults’ response behaviors regarding texts and messages. Purpose of the Research: The present study documents response patterns for texts and messages in a higher education classroom context. Both the number of texts and messages responded to and the time taken between receipt and response were examined. These measures, as well as perceptions about multitasking and learning, were examined with respect to performance for lecture content. Students were assigned to either a texting or social media message condition. Within each of these conditions, students were either instructed to respond to texts/messages immediately or at their own discretion. Principal Results: Consistent with characterizations of habits/compulsions, the majority of participants in all conditions responded to most of the individual texts/messages. In no condition did all participants respond to all of the texts/messages. Students in the discretionary texting condition took longer to reply to texts/messages than those in the immediate social media condition for the vast majority of texts/messages received. Higher performance scores were found for test items not associated with the arrival of texts/messages. Students acknowledged some potential for multitasking to impact learning, however, these perceptions were not related to the volume or timing of text/message responses. Major Conclusions: This study identifies that students responding to texts/messages in the educational context is more complex than a simple habitual behaviour and that the pervasiveness may make the behavior a challenge even in live lecture contexts.

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Section: Discussionsupporting

confidence: 91%

Section: Impact Of Response Time On Performancesupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Students Can Exhibit Discretionary Responding to Texts Social Media Messages During Class: Fact or Fiction?

Arslantas

Wood

Boersen

et al. 2019

IJHE

Self Cite

View full text Add to dashboard Cite

show abstract

“…Similarly, many other researchers have investigated how mobile devices might be associated with multitasking in classroom/lecture learning environment and student academic performance [20]. It seems that there is a debate regarding the use of mobile phone during lecture time and its association with student academic performance [21,22]. Kuznekoff, Munz and Titsworth (2015) [23] have pointed out that the exchange process of (un)related messages through smartphones during lecture time affects student performance and the note-taking process.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Digital Device Usage on Student Academic Performance: A Case Study

Limniou

2021

Education Sciences

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The aim of this investigation was to explore student behaviour when students brought their own digital devices into a lecture theatre. A total of 361 undergraduate psychology students from the University of Liverpool who used at least one digital device during lecture time fully completed an online questionnaire (159 first-, 124 second- and 78 third-year psychology students) during the 2018–2019 academic year. Although all the three years of undergraduate students brought laptops and/or smartphones into a lecture theatre, there was no significant difference in academic performance over the years of studies. The findings have linked student multitasking processes in a lecture theatre to Social Cognitive Theory principles (reciprocal interactions between behaviours, learning environment, and individuals). There was a significant difference between the three years regarding the use of applications and student characteristics after controlling for the different types of devices. Students who used only one application during lecture time were more likely to achieve higher academic performance as they were less distracted from their primary tasks of processing and retaining information. Overall, this investigation concluded the importance of reconsidering the teaching delivery process so as to avoid students’ escapism using devices during lecture theatres due to their engagement level and lecture norm pressures.

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Limiting Off-Task Behavior on Laptops in Classrooms Increases Student Engagement: Use It, or They Will Abuse It

Butler

2020

Communications in Computer and Information Science

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Using technology to promote classroom instruction: assessing incidences of on-task and off-task multitasking and learning

Cited by 31 publications

References 32 publications

Students Can Exhibit Discretionary Responding to Texts Social Media Messages During Class: Fact or Fiction?

Students Can Exhibit Discretionary Responding to Texts Social Media Messages During Class: Fact or Fiction?

The Effect of Digital Device Usage on Student Academic Performance: A Case Study

Limiting Off-Task Behavior on Laptops in Classrooms Increases Student Engagement: Use It, or They Will Abuse It

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