In-class multitasking and academic performance
Abstract: The omnipresence of student-owned information and communication technologies (ICTs) in today’s college classrooms presents educational opportunities but can also create learning problems. Specifically, multitasking with these technologies can interfere with the learning process. Indeed, re...
| Publicado en: | Computers in Human Behavior Vol. 28; no. 6; pp. 2236 - 2244 |
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| Formato: | Artículo |
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Elsevier B.V.
Nov2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=79561038&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 79561038 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07475632 JC4 jtl: Computers in Human Behavior issn: 07475632 maglogo: N pubinfo: dt: Nov2012 vid: 28 iid: 6 pid: 2410 pub: Elsevier B.V. artinfo: ui: 79561038 10.1016/j.chb.2012.06.031 ppf: 2236 ppct: 8 formats: tig: atl: In-class multitasking and academic performance aug: au: Junco, Reynol affil: Department of Academic Development and Counseling, Lock Haven University, 104 Russell Hall, Lock Haven, PA 17745, United States su: Academic achievement Information & communication technologies Task performance College students Educational tests & measurements Information technology Social media Compensatory education Learning problems Computer multitasking Cognitive science Grade point average Text messages sug: subj: Academic achievement Information & communication technologies Task performance College students Educational tests & measurements Information technology Social media Wireless Telecommunications Carriers (except Satellite) Compensatory education Learning problems Computer multitasking Cognitive science Grade point average Text messages keyword: Classroom ICT use Learning Multitasking Texting Classroom ICT use Learning Multitasking Texting ab: Abstract: The omnipresence of student-owned information and communication technologies (ICTs) in today’s college classrooms presents educational opportunities but can also create learning problems. Specifically, multitasking with these technologies can interfere with the learning process. Indeed, research in cognitive science shows that there are clear performance decrements when trying to attend to two tasks at the same time. This study examines the frequency with which students multitask during class using a large sample (N =1,839) and examines the relationship between multitasking and academic performance as measured by actual overall semester grade point average (GPA). Students reported frequently text messaging during class but reported multitasking with other ICTs to a lesser extent. Furthermore, only social technologies (Facebook and text messaging) were negatively related to GPA. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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