Stop Multitasking and Just Read: Meta-Analyses of Multitasking's Effects on Reading Performance and Reading Time

Autor/in	Clinton-Lisell, Virginia
Titel	Stop Multitasking and Just Read: Meta-Analyses of Multitasking's Effects on Reading Performance and Reading Time
Quelle	In: Journal of Research in Reading, 44 (2021) 4, S.787-816 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clinton-Lisell, Virginia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12372
Schlagwörter	Reading Research; Attention; Performance Factors; Time on Task; Reading Rate; Reading Comprehension; Correlation + Suchen Sie Ihr Suchwort? Leseforschung; Aufmerksamkeit; Leistungsindikator; Zeitaufwand; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseverstehen; Korrelation
Abstract	Background: Multitasking while reading is a commonplace activity. Many studies have been conducted examining the effect of multitasking on reading comprehension and times. The purpose of this meta-analysis is to consolidate the empirical findings on reading comprehension and times in order to understand the overall effect of multitasking on reading. Characteristics of the reading situation, comprehension assessment and the secondary task were examined to determine if they varied the effect of multitasking. Methods: A systematic search of studies on multitasking and reading was conducted. Only studies that used random assignment and had participants reading independently were included. This screening yielded 22 independent studies (20 reports) that met inclusion criteria, with 20 studies on reading comprehension and 9 studies on reading times. Most of the studies involved adults reading expository texts. Results: Based on robust variance estimation analyses, multitasking had a negative effect on reading comprehension (g = -0.28, p = 0.002). The effect was similar after outliers were removed (g = -0.26, p = 0.001). Based on moderator analyses, this negative effect may only occur when time was limited because the reading pace was controlled by the experimenter (g = -0.54, p < 0.001) as there was not a reliable effect when reading was self-paced (g = -0.14, p = 0.10). Multitasking during reading lead to longer reading times (g = 0.52, p < 0.001). Conclusions: Multitasking during reading is detrimental to reading comprehension when time is limited. When readers control their own pace of reading, multitasking lengthens the time for the reading task. Therefore, multitasking while reading is less efficient than focusing attention on the primary task of reading. (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