The use of iPods in education. The case of multi-tasking.

Autor/inn/en	Clarebout, Geraldine; Coens, Joke; Elen, Jan
Titel	The use of iPods in education. The case of multi-tasking.
Quelle	Aus: Zumbach, Jörg (Hrsg.); Schwartz, Neil (Hrsg.); Seufert, Tina (Hrsg.); Kester, Liesbeth (Hrsg.): Beyond knowledge: the legacy of competence. Meaningful computer-based learning environments. Dordrecht: Springer (2008) S. 75-82 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	1-4020-8826-4; 978-1-4020-8826-1
DOI	10.1007/978-1-4020-8827-8_11
Schlagwörter	Beeinflussung; Konzentration (Psy); Lernpsychologie; Lernerfolg; Lernbedingungen; Lernforschung; Lernumgebung; Experiment; Auditives Medium; Soziale Software; E-Learning
Abstract	Different authors indicate that the use of iPods in education provides the benefit for students to learn when and where they want. They can learn while even perform another activity such as fitness, taking the train, etc. In short, they can become mobile learners. However, empirical evidence is missing on whether this is indeed beneficial for learners and what the consequences are of this multi-tasking on learning. In this contribution, three empirical studies are reported that address the influence of a second task while learning from an iPod. Results show that in the first two studies, the control group outperformed the experimental group, suggesting that the second task interfered with learning, while in the third study no differences were found. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/3