Skip to main content
SpringerLink
Log in

Using technology to promote classroom instruction: assessing incidences of on-task and off-task multitasking and learning

  • Published:
Journal of Computing in Higher Education Aims and scope Submit manuscript

Abstract

Media multitasking is a common artifact of the increasing presence of technologies in classrooms. However, research indicates learning decrements when students engage in inappropriate or “off-task” media multitasking during class time. This is a concern as many innovative teaching practices call for the use of technologies. The present study examined ‘on-task’ (using media technologies to support learning) and ‘off-task’ multitasking when students were required to use online demonstrations as part of a collaborative group work activity within three regular, live classroom sessions. In total, 107 introductory psychology students participated as part of their regular classroom instruction. Both survey measures and direct observation indicated that students engaged in both on-task and off-task multitasking during the online and face-to-face group work components. Fewer students reported going off-task than expected. The proportion of students engaging in multitasking increased over time from the first to third demonstrations. Interestingly, perceived relevance of the online demonstrations predicted on-task behaviors. Overall, outcomes suggested that employing relevant online activities as part of ongoing instruction fostered more on-task behaviours and were perceived to be relevant learning tools. Implications for instruction are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. Parallel analyses for observed on- and off-task behaviours could not be conducted given the small sample size in the observed group and the number of variables in the independent variable list.

References

  • Adler, R. F., & Benbunan-Fich, R. (2013). Self-interruptions in discretionary multitasking. Computers in Human Behavior, 29(4), 1441–1449.

    Article  Google Scholar 

  • Blumenfeld, P. C., Marx, R. W., Soloway, E., & Krajcik, J. (1996). Learning with peers: From small group cooperation to collaborative communities. Educational Researcher, 25(8), 37–40.

    Article  Google Scholar 

  • Borokhovski, E., Bernard, R. M., Tamim, R. M., Schmid, R. F., & Sokolovskaya, A. (2016). Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments. Computers & Education, 96, 15–28.

    Article  Google Scholar 

  • Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349–362.

    Article  Google Scholar 

  • Carrier, L. M., Cheever, N. A., Rosen, L. D., Benitez, S., & Chang, J. (2009). Multitasking across generations: Multitasking choices and difficulty ratings in three generations of Americans. Computers in Human Behavior, 25(2), 483–489.

    Article  Google Scholar 

  • Carrier, L. M., Rosen, L. D., Cheever, N. A., & Lim, A. F. (2015). Causes, effects, and practicalities of everyday multitasking. Developmental Review, 35, 64–78.

    Article  Google Scholar 

  • Carter, S., Greenberg, K., & Walker, M. (2017). The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy. Economics of Education Review, 56, 118–132.

    Article  Google Scholar 

  • De Backer, L., Van Keer, H., & Valcke, M. (2016). Is collaborative learners’ adoption of metacognitive regulation related to students’ content processing strategies and the level of transactivity in their peer discussions? European Journal of Psychology of Education, 32(4), 617–642.

    Article  Google Scholar 

  • Evans, M. A., & Johri, A. (2008). Facilitating guided participation through mobile technologies: Designing creative learning environments for self and others. Journal of Computing in Higher Education, 20(2), 92–105.

    Article  Google Scholar 

  • Flanigan, A. E., & Kiewra, K. A. (2017). What college instructors can do about student cyber-slacking. Educational Psychology Review. https://doi.org/10.1007/s10648-017-9418-2.

    Article  Google Scholar 

  • Hammer, R., Ronen, M., Sharon, A., Lankry, T., Huberman, Y., & Zamtsov, V. (2010). Mobile culture in college lectures: Instructors’ and students’ perspectives. Interdisciplinary Journal of E-Learning and Learning Objects, 6(1), 293–304.

    Article  Google Scholar 

  • Junco, R., & Cotten, S. R. (2011). Perceived academic effects of instant messaging use. Computers & Education, 56(2), 370–378.

    Article  Google Scholar 

  • Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31, 486–490.

    Article  Google Scholar 

  • Lau, W. W. F. (2017). Effects of social media usage and social media multitasking on the academic performance of university students. Computers in Human Behavior, 68, 286–291. https://doi.org/10.1016/j.chb.2016.11.043.

    Article  Google Scholar 

  • LeFebvre, C. (2009). Integrating cell phones and mobile technologies into public health practice: A social marketing perspective. Health promotion practice, 10(4), 490–494.

    Article  Google Scholar 

  • Lindroth, T., & Bergquist, M. (2010). Laptopers in an educational practice: Promoting the personal learning situation. Computers & Education, 54(2), 311–320.

    Article  Google Scholar 

  • Mueller, J. L., Wood, E., De Pasquale, D., & Cruikshank, R. (2012). Examining mobile technology in higher education: Handheld devices in and out of the classroom. International Journal of Higher Education, 1(2), 43–54.

    Article  Google Scholar 

  • Perry, N. E. (2002). Introduction: Using qualitative methods to enrich understandings of self- regulated learning. Educational Psychologist, 37(1), 1–3.

    Article  Google Scholar 

  • Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948–958.

    Article  Google Scholar 

  • Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24–31.

    Article  Google Scholar 

  • Seymour, E. (2002). Tracking the processes of change in US undergraduate education in science, mathematics, engineering, and technology. Science Education, 86(1), 79–105.

    Article  Google Scholar 

  • Sharples, M., Arnedillo-Sánchez, I., Milrad, M., & Vavoula, G. (2009). Mobile learning (pp. 233–249). Dordrecht: Springer.

    Google Scholar 

  • Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275.

    Article  Google Scholar 

  • Terry, C. A., Mishra, P., & Roseth, C. J. (2016). Preference for multitasking, technological dependency, student metacognition, & pervasive technology use: An experimental intervention. Computers in Human Behavior, 65, 241–251. https://doi.org/10.1016/j.chb.2016.08.009.

    Article  Google Scholar 

  • Tindell, D. R., & Bohlander, R. W. (2012). The use and abuse of cell phones and text messaging in the classroom: A survey of college students. College Teaching, 60(1), 1–9.

    Article  Google Scholar 

  • Topping, K. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645.

    Article  Google Scholar 

  • Van der Schuur, W. A., Baumgartner, S. E., Sumter, S. R., & Valkenburg, P. M. (2015). The consequences of media multitasking for youth: A review. Computers in Human Behavior, 53, 204–215.

    Article  Google Scholar 

  • Walton, G. M., Cohen, G. L., Cwir, D., & Spencer, S. J. (2012). Mere belonging: The power of social connections. Journal of Personality and Social Psychology, 102(3), 513–532.

    Article  Google Scholar 

  • Wang, Z., & Tchernev, J. M. (2012). The “myth” of media multitasking: Reciprocal dynamics of media multitasking, personal needs, and gratifications. Journal of Communication, 62(3), 493–513.

    Article  Google Scholar 

  • Winter, J., Cotton, D., Gavin, J., & Yorke, J. D. (2010). Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment. Research in Learning Technology, 18(1), 71–83.

    Article  Google Scholar 

  • Wood, E., & Zivcakova, L. (2015). Understanding multimedia multitasking in educational settings. In L. Rosen, L. M. Carrier, & N. Cheever (Eds.), The handbook of psychology, technology and society. New York: Wiley.

    Google Scholar 

  • Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58(1), 365–374.

    Article  Google Scholar 

  • Woodcock, B., Middleton, A., & Nortcliffe, A. (2012). Considering the Smartphone Learner: an investigation into student interest in the use of personal technology to enhance their learning. Student Engagement and Experience Journal, 1(1), 1–15.

    Article  Google Scholar 

  • Zhang, Y., Yuan, J., Lu, X., & Zhao, X. (2015). Multi-GPU parallel computing and task scheduling under virtualization. International Journal Hybrid Information and Technology, 8(7), 253–266.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Wilfrid Laurier University, Waterloo, Canada

    Eileen Wood, Amna Mirza & Lindsay Shaw

Authors
  1. Eileen Wood
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Amna Mirza
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Lindsay Shaw
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Eileen Wood.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Wood, E., Mirza, A. & Shaw, L. Using technology to promote classroom instruction: assessing incidences of on-task and off-task multitasking and learning. J Comput High Educ 30, 553–571 (2018). https://doi.org/10.1007/s12528-018-9185-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12528-018-9185-1

Keywords

Search

Navigation