Cellphone Addiction Explains How Cellphones Impair Learning for Lecture Materials

Autor/inn/en	Lee, Seungyeon; McDonough, Ian M.; Mendoza, Jessica S.; Brasfield, Mikenzi B.; Enam, Tasnuva; Reynolds, Catherine; Pody, Benjamin C.
Titel	Cellphone Addiction Explains How Cellphones Impair Learning for Lecture Materials
Quelle	In: Applied Cognitive Psychology, 35 (2021) 1, S.123-135 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Seungyeon) ORCID (McDonough, Ian M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3745
Schlagwörter	Telecommunications; Handheld Devices; Addictive Behavior; Attention; Anxiety; Learning Processes + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Aufmerksamkeit; Angst; Learning process; Lernprozess
Abstract	Students' cellphone use has been related to poorer learning, possibly due to greater distraction. This study investigated whether cellphone-related anxiety, addiction, and disconnection were related to distraction and learning as well as how practical educational policies could minimize negative effects. Participants (N = 218) watched a video lecture and were divided into two groups: cellphone-allowed for academic use (Use-Cellphone Group) and no cellphone instruction (No-Instruction Group). During the lecture, participants received several anonymous text messages and overt distracted was measured. Learning was assessed via a test following the video. Our findings showed that participants in the Use-Cellphone Group experienced a greater degree of distraction and worse test performance than those in the No-Instruction Group. Only cellphone addiction and distractedness played key roles in impacting the effects of condition on test performance. Thus, allowing cellphones in class may exacerbate existing cellphone addiction behaviors and impair learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01