Multitasking in the Classroom: Testing an Educational Intervention as a Method of Reducing Multitasking

Autor/inn/en	Tassone, Adrianna; Liu, Jenny J. W.; Reed, Maureen J.; Vickers, Kristin
Titel	Multitasking in the Classroom: Testing an Educational Intervention as a Method of Reducing Multitasking
Quelle	In: Active Learning in Higher Education, 21 (2020) 2, S.128-141 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417740772
Schlagwörter	Attention Control; Time Management; Intervention; Student Attitudes; Psychological Patterns; Learner Engagement; Grade Point Average; Stress Variables; Retention (Psychology); College Students; Foreign Countries; Correlation; Canada + Suchen Sie Ihr Suchwort? Aufmerksamkeitstest; Zeitmanagement; Schülerverhalten; Merkfähigkeit; Collegestudent; Ausland; Korrelation; Kanada
Abstract	Increasingly, students engage in multitasking during lecture by shifting their attention between class material and irrelevant information from texts and webpages. It is well established that this divided attention impairs memory and learning. Less is known about how to correct the problem. This study used an educational intervention in the form of a PowerPoint presentation that informed students in the experimental condition about the deleterious effects of multitasking. Students were randomly assigned to the experimental condition, the placebo condition (a slideshow about sleep), or no intervention. Participants self-reported the percentage of the time they multitasked in class and paid attention at two time points, baseline (before the intervention), and in a second lab visit 3 weeks later. The experimental intervention did not reduce student multitasking or increase student attention, relative to the other conditions. Supplementary research questions examined students' beliefs about multitasking, finding that most thought it decreased their grades. The correlations between grade point average, stress, and boredom proneness, on one hand, and baseline attention and multitasking in class, on the other, were also inspected, revealing that students with higher grade point average pay more attention in class and multitask less. Suggestions for future research to reduce multitasking are made, including having students engage in multitasking to observe the effect on their memory retention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01