Learning variables,in-class laptop multitasking and academic performance: A path analysis

This study examines the relationships among learning variables, multitasking, and academic performance. Based on a survey with 176 college students, zero-order correlations were first tested between multitasking behaviors and grade. After identifying the relevant multitasking behavior (i.e., multitasking with laptops in lecture halls), the multitasking pattern was entered into a path analysis in order to understand its impact on grade, in comparison to learning variables. It is found that in-class laptop multitasking has a negative impact on grade, with an effect size similar to the impacts of intrinsic and extrinsic motivations, although in a reversed direction. Furthermore, the path analysis shows that self-regulation behaviors are negatively associated with in-class laptop multitasking, suggesting that we should look at in-class laptop multitasking as lack of self-regulation. Finally, the results indicate that self-efficacy and extrinsic motivation influence self-regulation behaviors, implying that educators and parents need to encourage students' self-regulation of laptop multitasking behaviors through building students' senses of self-efficacy and learning motivations (or employing strategies where laptops are used deliberately as part of class), instead of simply banning laptops in classrooms.     

The impact of laptop-free zones on student performance and attitudes in large lectures

The goal of this study was to determine if laptop use in lecture negatively impacts learning outcomes of surrounding students taking notes on paper. Two sections of a large introductory biology course (>400 students/section) were zoned into a laptop-permitted and a laptop-free area. Two sections in which laptop users could sit anywhere served as the Control. There was no difference in the attendance (∼85%) or percentage of students using laptops (∼29%) between Zoned and Control sections. Academic performance, based on exam points earned, was not significantly different for paper users in Zoned and Control sections indicating laptop use did not impair the overall achievement of surrounding students. However, there was a correlation between exam performance and note taking preference: paper note takers scored significantly higher and laptop users scored significantly lower than predicted by pre-class academic indicators (p < 0.01, paired t-test). The majority of both laptop (64%) and paper users (82%) in the Zoned sections supported a policy restricting laptop use to specific areas. Thus, while we further investigate whether the relationship between laptop use and performance is correlative or causative, zoning is an effective method for accommodating both laptop users and paper note takers in the same lecture hall.     

The impact of laptop-free zones on student performance and attitudes in large lectures

The goal of this study was to determine if laptop use in lecture negatively impacts learning outcomes of surrounding students taking notes on paper. Two sections of a large introductory biology course (>400 students/section) were zoned into a laptop-permitted and a laptop-free area. Two sections in which laptop users could sit anywhere served as the Control. There was no difference in the attendance (∼85%) or percentage of students using laptops (∼29%) between Zoned and Control sections. Academic performance, based on exam points earned, was not significantly different for paper users in Zoned and Control sections indicating laptop use did not impair the overall achievement of surrounding students. However, there was a correlation between exam performance and note taking preference: paper note takers scored significantly higher and laptop users scored significantly lower than predicted by pre-class academic indicators (p < 0.01, paired t-test). The majority of both laptop (64%) and paper users (82%) in the Zoned sections supported a policy restricting laptop use to specific areas. Thus, while we further investigate whether the relationship between laptop use and performance is correlative or causative, zoning is an effective method for accommodating both laptop users and paper note takers in the same lecture hall.     

In-class laptop use and its effects on student learning

Recently, a debate has begun over whether in-class laptops aid or hinder learning. While some research demonstrates that laptops can be an important learning tool, anecdotal evidence suggests more and more faculty are banning laptops from their classrooms because of perceptions that they distract students and detract from learning. The current research examines the nature of in-class laptop use in a large lecture course and how that use is related to student learning. Students completed weekly surveys of attendance, laptop use, and aspects of the classroom environment. Results showed that students who used laptops in class spent considerable time multitasking and that the laptop use posed a significant distraction to both users and fellow students. Most importantly, the level of laptop use was negatively related to several measures of student learning, including self-reported understanding of course material and overall course performance. The practical implications of these findings are discussed.     

Media multitasking predicts video-recorded lecture learning performance through mind wandering tendencies

Media multitasking behaviors are on the rise globally. This phenomenon extends to academic settings, and has implications for education that is predicated on computer-assisted technology, which may be a source of distractibility for, especially, heavy media multitaskers. We hypothesized that habitual media multitasking correlates negatively with video-recorded lecture learning performance, with mind wandering mediating this association. Eighty-one participants from the National University of Singapore first completed a media multitasking survey (Loh & Kanai, 2014; Ophir et al., 2009). They then studied Coursera video-recorded lectures, during which their mind wandering tendencies were assessed using direct probes. Finally, participants attempted a test relating to what they have studied. Four regression models were built to analyse the data, and revealed evidence that supported the present hypothesis, even after we controlled for phenomenological variables relating to learning (i.e., anxiety, mental fatigue, and prior subject knowledge). Implications and future directions are discussed.     

If I choose when to switch: Heavy multitaskers remember online content better than light multitaskers when they have the freedom to multitask

The present study explored the effects of switching between reading an online article and checking Facebook on recognition memory, moderated by polychronicity, or preference for multitasking. The results of the study indicated that participants recognized online information less efficiently when they were required to check Facebook (forced multitasking) and when they could choose to check Facebook if and when they wanted (voluntary multitasking) compared with the control, non-multitasking, condition. I.e., the opportunity to multitask interfered with the efficiency of online information processing as much as actual multitasking. Polychronicity was a significant moderator of the multitasking effects. Low polychronics were negatively affected by multitasking to a greater extent than high polychronics. Their article recognition levels were lower than those of high polychronics. Two recognition measures derived from the signal detection theory: recognition sensitivity and criterion bias, were used. The study indicated that forced and voluntary multitasking affected high and low polychronics differently. Low polychronics showed greater cognitive effort than high polychronics when they engaged in voluntary media multitasking, while the amount of cognitive resources allocated to processing increased in high polychronics in the non-multitasking (control) condition. When high polychronics did not have control over switching to Facebook (forced multitasking), their recognition of the online article content decreased. Theoretical, methodological, and managerial implications of the study are discussed.     

iTunes University and the classroom: Can podcasts replace Professors?

iTunes University, a website with downloadable educational podcasts, can provide students the opportunity to obtain professors’ lectures when students are unable to attend class. To determine the effectiveness of audio lectures in higher education, undergraduate general psychology students participated in one of two conditions. In the lecture condition, participants listened to a 25-min lecture given in person by a professor using PowerPoint slides. Copies of the slides were given to aid note-taking. In the podcast condition, participants received a podcast of the same lecture along with the PowerPoint handouts. Participants in both conditions were instructed to keep a running log of study time and activities used in preparing for an exam. One week from the initial session students returned to take an exam on lecture content. Results indicated that students in the podcast condition who took notes while listening to the podcast scored significantly higher than the lecture condition. The impact of mobile learning on classroom performance is discussed.     

Red-colored products enhance the attractiveness of women

This research investigated whether carrying red-colored products enhances female sexual attractiveness. In the first experiment, male participants were instructed to observe women carrying laptops in different colors (black, silver, red, or blue). The results indicated that the women who carried red laptops were perceived to possess a significantly higher level of attractiveness and sex appeal than those who carried laptops in other colors; however, the red laptop did not affect men’s perceptions of the assertiveness and health level of the women. In the second experiment, the initial experiment was repeated but female participants observed the women; laptop color did not influence how the participants perceived the women’s attractiveness, sex appeal, assertiveness, and level of health. In other words, women carrying products in red only affected how men, but not women, perceived them; thus, women using red products are more attractive and sexually appealing to men.     

Exam performance and attitudes toward multitasking in six,multimedia–multitasking classroom environments

Although many colleges and universities have implemented laptop programs, the use of these technologies in the classroom doesn't guarantee increases in exam performance. Used improperly, these technologies can hinder the learning process. An experiment was conducted comparing how the use or non-use of technology affected exam performance between six different classroom environments. Consistent with predictions based on theories of multitasking and multimedia processing, participants performed worst on an exam when distracted with social media. Moreover, having had this experience, participants in five of the six conditions showed a decrease in perceptions of their abilities to efficiently multitask from pre-test to post-test. Results are discussed in terms of theory and recommendations are made for the integration of experiential learning sessions into orientation programs to help promote a healthy classroom learning environment.     

Media multitasking between two conversational tasks

Communication multitasking was examined in three conditions: IM conversation with one partner, two IM conversations at the same time, and IM and phone conversation at the same time. Participants in the multitasking conditions reported higher task demand and a small loss in task performance was evident. Single-task partners assigned to a task the required discussion and deliberation preferred to interact with the multitasking participant via phone, rather than IM. But interactions via phone with one partner led to poorer assessment by a second partner who was shortchanged during the interaction. Multitasking participants who were focused on helping both partners seemed blind to these perceived differences by their single-task partners. The results suggest a strategic model of multitasking, with IM being the preferred choice for tasks that require fewer, shorter exchanges and voice being the preferred choice for tasks that required more discussion and deliberation.     

Media multitasking during political news consumption: A relationship with factual and subjective political knowledge

Growth of digital, social, and mobile media has enabled engagement with multiple media activities during news consumption in a more efficient and synchronous fashion than before. This study investigates whether media multitasking activities while consuming political news affects individuals' levels of subjective and factual political knowledge. Results from a Web survey of online panel members show that on the whole, pairwise and bundled forms of media multitasking are negatively related to factual political knowledge. Also, those who engage in media multitasking are more likely to report that they are politically knowledgeable but they do not know about politics as much as they think they do. Implications are discussed for media multitasking and an informed citizenry.     

Media multitasking and the effectiveness of combining online and radio advertising

Research on the effectiveness of cross-media campaigns has shown that combining online advertising with advertising in offline media can result in more positive consumer responses than using only one medium. However, when using computers, people increasingly engage in more than one media activity at a time (i.e. media multitasking), which might influence how consumers respond to advertisements they encounter in these media. Therefore, this paper investigates advertising effects during media multitasking. More specifically, the paper gives insight into the effectiveness of simultaneous exposure to online and radio advertising, because simultaneously surfing the internet and listening to the radio is a common media multitasking combination. Results of an experimental study with 111 participants showed that combining online and radio advertising resulted in more positive affective and behavioral responses than using only one medium. However, media multitasking seemed to have a negative influence on the recall and recognition of auditory information as combining media did not result in superior cognitive responses compared to using online ads alone.     

Can students really multitask? An experimental study of instant messaging while reading

Students often “multitask” with electronic media while doing schoolwork. We examined the effects of one form of media often used in such multitasking, instant messaging (IM). We predicted that students who engaged in IMing while reading a typical academic psychology passage online would take longer to read the passage and would perform more poorly on a test of comprehension of the passage. Participants were randomly assigned to one of three conditions (IM before reading, IM during reading, or no IM). We found that students took significantly longer to read the passage when they IMed during reading (not including time taken to IM) than in other conditions. However, test performance did not differ by condition. Students who are managing busy lives may think they are accomplishing more by multitasking, but our findings suggest they will actually need more time to achieve the same level of performance on an academic task.     

Characteristics of college cyberbullies

Cyberbullying is a newer variation of bullying that utilizes technology to harass. This study investigated the psychological symptomology, suicidal behaviors, aggressive tendencies, and illegal behaviors of college cyberbullies. Sixty cyberbullies and 19 cyberbully/victims (participants who cyberbullied and were victims of cyberbullying) scored higher in psychological symptoms of depression, hostility, interpersonal sensitivity, paranoia, phobic anxiety, and psychoticism than participants who were uninvolved with cyberbullying. The cyberbullies also endorsed more suicidal behaviors and scored higher in aggression. The cyberbully/victims engaged in more violent and drug crimes than cyberbullies and controls. These findings indicate perpetrators of cyberbullying have more psychological distress, aggressive tendencies, and engage in more illegal behaviors than those who do not cyberbully. This is the first study to show the distress cyberbullies are experiencing.     

Supervisory control of multiple robots in dynamic tasking environments

A military targeting environment was simulated to examine the effects of an intelligent route-planning agent RoboLeader, which could support dynamic robot re-tasking based on battlefield developments, on the performance of robotics operators. We manipulated the level of assistance (LOAs) provided by RoboLeader as well as the presence of a visualisation tool that provided feedback to the participants on their primary task (target encapsulation) performance. Results showed that the participants' primary task benefited from RoboLeader on all LOAs conditions compared to manual performance; however, visualisation had little effect. Frequent video gamers demonstrated significantly better situation awareness of the mission environment than did infrequent gamers. Those participants with higher spatial ability performed better on a secondary target detection task than did those with lower spatial ability. Finally, participants' workload assessments were significantly lower when they were assisted by RoboLeader than when they performed the target entrapment task manually. Practitioner Summary: This study demonstrated the utility of an intelligent agent for enhancing robotics operators' supervisory control performance as well as reducing their workload during a complex urban scenario involving moving targets. The results furthered the understanding of the interplay among level-of-autonomy, multitasking performance and individual differences in military tasking environments.     

Lecture capture with real‐time rearrangement of visual elements: impact on student performance

The primary goal of this study is to create and test a lecture‐capture system that can rearrange visual elements while recording is still taking place, in such a way that student performance can be positively influenced. The system we have devised is capable of integrating and rearranging multimedia sources, including learning content, the instructor and students' images, into lecture videos that are embedded in a website for students to review after school. The present study employed a two‐group experimental design, with 153 participants (145 females and 8 males) making up an experimental group in which lecture courses were recorded using the new lecture‐capture system, and 149 participants (140 females and 9 males) forming a control group whose lectures were recorded by traditional means. All participants were in the freshman college and studying Introduction to Computer and Information Science in one of six classes, and were randomly assigned to one of the two groups. The participants' midterm examination and final examination scores were collected as indicators of their academic performance, with their mathematics entrance scores used as a pre‐test. The findings obtained from analysis of covariance (ANCOVA) suggest that appropriate rearrangement of visual elements in lecture videos can significantly impact students' learning performance.     

Canadian university students in wireless classrooms: What do they do on their laptops and does it really matter?

Two studies were conducted to examine what undergraduate students do on their laptops during class time and the extent to which laptop usage behaviors are associated with academic success. In Study 1, a sample of 1129 students from a Canadian university completed a survey measuring prototypical behaviors emitted on laptops during class time. Results of factor analyses indicated that laptop behaviors can be regrouped in two dimensions: School related and school unrelated laptop utilization. School unrelated laptop behaviors were significantly associated with lower levels of self-reported academic achievement and satisfaction. School related laptop behaviors were positively associated with academic satisfaction. These results were invariant across different faculties on campus. In Study 2, another sample of 88 students was recruited to examine the longitudinal association between laptop behaviors and semester grade point average obtained at the end of the semester. Results of Study 2 showed that school unrelated laptop behaviors were prospectively associated with lower semester grade point average, even after controlling for a series of potentially confounding influences (i.e., self-regulation failure, motivational deficit, disorganized learning, internet addiction, and school disenchantment). Overall, these results provide theoretically important support to suggest that in-class laptop utilization is a unique and contemporary mode of learning that should not be treated as an epiphenomenon merely accountable and reducible to other sources of psychological influences.     

Preference for multitasking,technological dependency,student metacognition, & pervasive technology use: An experimental intervention

Technology-enabled multitasking has garnered increased critical attention in recent years. Research on multitasking in educational environments commonly assert a multitude of undesired outcomes such as heightened distraction, hindered learning, and hampered productivity. This study considers critical research gaps related to media multitasking, including student metacognitive awareness. In addition, this study tested a commonly suggested, yet previously untested, educational response wherein students are made aware of the problematic phenomenon, with the aim of mitigating the pervasive behavior. Findings suggest that student technology use is highly attributed to their anxiety without technology and dependency on technology, rather than any actual preference for multitasking. Metacognitive awareness was inconclusively correlated with rampant technology use; however, those who exhibited higher behavioral management tendencies demonstrated greater control of their technology use. And while the quasi-experimental awareness intervention failed to shift student media multitasking behavior, promising areas for future research were illuminated through the qualitative analysis.     

Mindful multitasking: The relationship between mindful flexibility and media multitasking

With the insatiable demand for and corresponding burgeoning of electronic devices enabling individuals to accomplish many things simultaneously, effective multitasking may be a necessity in today’s world. The present study was concerned with the improvement of media multitasking by increasing mindful flexibility through a state mindfulness induction (Langer, 1989). Seventy-five participants were randomized into one of three state mindfulness induction groups (High Mindful, Low Mindful, No Treatment). Multitasking performance was assessed via a dual-task paradigm that involved composing an essay on a computer and solving anagrams sent via a browser-based chat program. Results revealed that higher trait mindfulness was related to greater tolerance of ambiguity, a greater tendency to adopt a Heuristic than Algorithmic thinking style, greater complexity in thinking style, greater positive affect, and less negative affect. Although the state mindfulness inductions did not differentially affect multitasking performance across the three groups, trait mindfulness predicted the performance of individuals in the No Treatment group. Overall, the study suggested that younger individuals and individuals who have a dispositional tendency to remain implicitly or explicitly aware of multiple perspectives of a situation are better at media multitasking.     

A Comparative Study Between Tablet and Laptop PCs: User Satisfaction and Preferences

Despite their popularity, usability studies concerning Tablet PCs are lacking. This study aimed at determining user satisfaction and preference aspects of Tablet PCs in comparison to laptop PCs and pen-and-paper environments. Several common computer tasks were examined in an experimental environment on 34 college student participants. User satisfaction and preferences were measured by comprehensive questionnaires. An analysis of variance was used for the empirical comparisons. Participants did not have any difficulty in reading, direct manipulation, and form filling tasks. There was a perception of a high number of errors by the participants for the writing task in Tablet PCs. Overall, participants found the general computing capabilities and portability of Tablet PCs impressive. However, the majority did not prefer Tablet PCs to laptop PCs to meet their everyday computing needs. Results can help designers improve the overall usability of the Tablet PC and help its development as a major computing medium.