Examining the impact of off-task multi-tasking with technology on real-time classroom learning

By Eileen Wood, Lucia Zivcakova, Petrice Gentile, Karin Archer, D. Pasquale, A. Nosko. Comput. Educ., 2012

556 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/591b4098611fe0c23a15d85e325a034c947a3666

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Information Systems

Citations in the corpus

Are Social Media Ruining Our Lives? A Review of Meta-Analytic Evidence (2019, background): “…social media multitasking likely reduces the working memory capacity available for the concurrent scholastic activities and could therefore lead to a negative association between social media use and academic achievement (van der Schuur, Baumgartner, Sumter, & Valkenburg, 2015; Wood et al., 2012).”
The consequences of media multitasking for youth: A review (2015, unknown): “In most studies on the relationship between media multitasking and academic performance, academic performance refers to academic outcomes , such as grade point average (GPA), course grades, or test scores (e.g., Junco & Cotten, 2012; Wood et al., 2012).”
In-class multitasking and academic performance (2012, methodology): “Presumably , the negative effects of multitasking on short-term recall of information found in the Wood et al. (2012) and Rosen et al. (2011) studies should translate to longer-term effects on GPA.”
Student class standing, Facebook use, and academic performance (2015, background): “A study by Wood et al. (2012) assigned students to one of four experimental conditions that had students use Facebook, text messaging, IM, or email during a 20-minute simulated lecture and three control conditions.”
Does multitasking with mobile phones affect learning? A review (2016, background): “For instance, it has been found that different multitasking tasks may produce different interference (Brooks, 1968; Wood et al., 2012).”
Evaluating the use of Facebook to increase student engagement and understanding in lecture-based classes (2015, background): “Wood et al. (2011) observed somewhat poorer memory performance for in-class material when students were multi-tasking with Facebook and MSN (Microsoft Network) relative to a simpler paper-and-pencil note taking condition.”
The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students (2015, background): “First, Wood et al. (2012) measured the influence of multitasking with an array of electronic media on students’ ability to learn from typical, university classroom lectures.”
No A 4 U: The relationship between multitasking and academic performance (2012, background): “The notable exceptions are the studies by Junco and Cotten (2011), Rosen et al. (2011), and Wood et al. (2012).”
The Effects of Boredom, Loneliness, and Distress Tolerance on Problem Internet Use Among University Students (2016, background): “For example, it is likely that students who turn to the internet to avoid academic tasks they find boring will suffer in terms of their academic performance (Junco 2012; Koch et al. 2011; Wood et al. 2012).”
Smartphone use undermines enjoyment of face-to-face social interactions (2017, background): “…phones while driving is comparable to driving drunk (Strayer, Drews, & Crouch, 2006), using phones in the classroom has been shown to impede learning (Wood et al., 2012), and frequent notifications via phones can increase symptoms of inattention associated with ADHD (Kushlev, Proulx, & Dunn, 2016).”
The Impact of Mobile Phone Usage on Student Learning (2013, background): “These results are generally consistent with those reported by Wood et al. (2012) who observed percentage scores between 53% and 74% for a control group who refrained from texting/posting or emailing; scores for students who used one or more SNS were as low as 42%.”
Facebook and texting made me do it: Media-induced task-switching while studying (2013, background): “In addition , Wood et al. (2012) found that students who did not multitask during the lecture did better than those who multitasked and the more multitasking they did the worse they performed.”