Mobile Phones in the Classroom: Examining the Effects of Texting, Twitter, and Message Content on Student Learning

Autor/inn/en	Kuznekoff, Jeffrey H.; Munz, Stevie; Titsworth, Scott
Titel	Mobile Phones in the Classroom: Examining the Effects of Texting, Twitter, and Message Content on Student Learning
Quelle	In: Communication Education, 64 (2015) 3, S.344-365 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2015.1038727
Schlagwörter	Telecommunications; Handheld Devices; Experimental Groups; Control Groups; Video Technology; Notetaking; Tests; Comparative Analysis; Grades (Scholastic); Scores; Recall (Psychology); Social Networks; Information Dissemination; Learner Engagement; Technology Uses in Education; Learning Processes; Hypothesis Testing; Undergraduate Students; Time Management; Executive Function; Coding; Surveys + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Examination; Prüfung; Examen; Notenspiegel; Abberufung; Social network; Soziales Netzwerk; Informationsverbreitung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning process; Lernprozess; Hypothesenprüfung; Hypothesentest; Zeitmanagement; Codierung; Programmierung; Survey; Umfrage; Befragung
Abstract	This study examined mobile phone use in the classroom by using an experimental design to study how message content (related or unrelated to class lecture) and message creation (responding to or creating a message) impact student learning. Participants in eight experimental groups and a control group watched a video lecture, took notes, and completed tests of student learning. The control and relevant message groups earned a 10-17% higher letter grade, scored 70% higher on recalling information, and scored 50% higher on note-taking than students who composed tweets or responded to irrelevant messages. Sending/receiving messages unrelated to class content negatively impacted learning and note-taking, while related messages did not appear to have a significant negative impact. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01