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Learning approach and its relationship to type of media use and frequency of media-multitasking:

Published on Oct 27, 2017in Active Learning in Higher Education2.29
· DOI :10.1177/1469787417735612
Anna S. Law12
Estimated H-index: 12
,
Rosemary Stock (UWL: University of West London), Rosemary Stock1
Estimated H-index: 1
Cite
Abstract
Research has demonstrated that learning is impaired if students multitask with media while encountering new information. However, some have gone further, and suggested that media-multitasking (as a general activity) may have a negative impact on cognitive control processes. If this were the case, students who are heavy media-multitaskers generally would have difficulties with goal-directed behaviour, and organising their time effectively to meet their learning goals. The study described here explored links between total levels of self-reported media-multitasking, academic achievement and approaches to learning. Well-established measures of media-multitasking and learning approach were given to 307 students. Total levels of media-multitasking did not relate to either learning approach or academic achievement. However, surface learning approach related negatively to academic achievement, and time spent engaging with printed media. Deep learning approach was positively related to time spent using printed media, email and other computer applications. These findings suggest that patterns of media use differ according to current learning approach, and that these patterns may be more relevant for learning than overall tendency to media-multitask.
  • References (51)
  • Citations (1)
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References51
Newest
Published on Dec 1, 2016in Psychonomic Bulletin & Review3.70
Matthew S. Cain2
Estimated H-index: 2
,
Julia A. Leonard9
Estimated H-index: 9
(MIT: Massachusetts Institute of Technology)
+ 1 AuthorsAmy S. Finn12
Estimated H-index: 12
(U of T: University of Toronto)
Media use has been on the rise in adolescents overall, and in particular, the amount of media multitasking—multiple media consumed simultaneously, such as having a text message conversation while watching TV—has been increasing. In adults, heavy media multitasking has been linked with poorer performance on a number of laboratory measures of cognition, but no relationship has yet been established between media-multitasking behavior and real-world outcomes. Examining individual differences across ...
Published on Nov 1, 2016in Active Learning in Higher Education2.29
Yiu-Kong Chan1
Estimated H-index: 1
(HKU: University of Hong Kong)
Learning effectiveness requires an understanding of the relationship among extracurricular activities, learning approach and academic performance and, it is argued, this helps educators develop techniques designed to enrich learning effectiveness. Biggs’ Presage–Process–Product model on student learning has identified the relationship among individual difference, learning approaches and academic achievement in higher education. Studies have typically revealed that the deep approach is positively...
Published on Jul 1, 2016in NeuroImage5.81
Mona Moisala5
Estimated H-index: 5
(UH: University of Helsinki),
Viljami R. Salmela7
Estimated H-index: 7
(UH: University of Helsinki)
+ 7 AuthorsKimmo Alho72
Estimated H-index: 72
(UH: University of Helsinki)
Abstract The current generation of young people indulges in more media multitasking behavior (e.g., instant messaging while watching videos) in their everyday lives than older generations. Concerns have been raised about how this might affect their attentional functioning, as previous studies have indicated that extensive media multitasking in everyday life may be associated with decreased attentional control. In the current study, 149 adolescents and young adults (aged 13–24 years) performed sp...
Published on Apr 1, 2016in Psychonomic Bulletin & Review3.70
Melina R. Uncapher18
Estimated H-index: 18
(Stanford University),
Monica K. Thieu1
Estimated H-index: 1
(Stanford University),
Anthony D. Wagner70
Estimated H-index: 70
(Stanford University)
Increasing access to media in the 21st century has led to a rapid rise in the prevalence of media multitasking (simultaneous use of multiple media streams). Such behavior is associated with various cognitive differences, such as difficulty filtering distracting information and increased trait impulsivity. Given the rise in media multitasking by children, adolescents, and adults, a full understanding of the cognitive profile of media multitaskers is imperative. Here we investigated the relationsh...
Published on Mar 1, 2016in Active Learning in Higher Education2.29
Robert A. Ellis25
Estimated H-index: 25
(USYD: University of Sydney)
There is variation in the university student experience of learning. Prior research has shown that factors that shape this include student characteristics, the learning context, student perceptions of that context and approaches to learning and their learning outcomes. In blended contexts, there is a need to identify variables which can explain why some students are more successful than others in order to shed light on why students in the same course completing the same activities in the same te...
Published on Dec 1, 2015in Computers in Human Behavior4.31
Saraswathi Bellur11
Estimated H-index: 11
,
Kristine L. Nowak16
Estimated H-index: 16
,
Kyle S. Hull3
Estimated H-index: 3
Young adults, especially college students, are consistently engaging in multiple tasks simultaneously. They are texting, reading, and using social media while studying and attending class. While there are a variety of contexts and relationships likely influenced by this, the present research project examines the influence of media multitasking in the context of students in technology-saturated classrooms and how this is impacting learning and academic performance. A survey of college students ex...
Published on Dec 1, 2015in Computers in Human Behavior4.31
Saraswathi Bellur11
Estimated H-index: 11
(UConn: University of Connecticut),
Kristine L. Nowak16
Estimated H-index: 16
(UConn: University of Connecticut),
Kyle S. Hull3
Estimated H-index: 3
(Aquinas College)
Data highlight the prevalence of multitasking both within and outside classroom.In-class multitasking was found to be negatively predictive of current college GPA.Multitasking during homework increases time spent studying outside class.Texting emerged as a dominant multitasking activity within and outside classroom.Implications for technology use, practices and policies in academia are discussed. Young adults, especially college students, are consistently engaging in multiple tasks simultaneousl...
Published on Oct 2, 2015in Media Psychology2.74
Snezhanka Kazakova4
Estimated H-index: 4
(UGent: Ghent University),
Verolien Cauberghe16
Estimated H-index: 16
(UGent: Ghent University)
+ 1 AuthorsPatrick De Pelsmacker33
Estimated H-index: 33
(University of Antwerp)
Media multitasking represents an important aspect of the recent evolution in media consumption habits. While some experimental research exists, it has primarily focused on the detrimental effects of multitasking on task performance. We go a step further by examining the impact of media multitasking on information processing style. Study I demonstrates that media multitasking, compared to sequential media consumption, leads to a more local perceptual processing style. Furthermore, the frequency o...
Published on Mar 1, 2015in Developmental Review4.85
Pedro Cardoso-Leite9
Estimated H-index: 9
(University of Geneva),
C. Shawn Green20
Estimated H-index: 20
(UW: University of Wisconsin-Madison),
Daphne Bavelier51
Estimated H-index: 51
(UR: University of Rochester)
Abstract Interest in multitasking has risen substantially over the past decade, both in the scientific community and the population at large. Large-scale surveys show that multitasking has not only become ubiquitous among adults, but is also increasingly invading the lives of young children. New technological devices promote multitasking allowing for the consumption of multiple types of media at the same time. And while some have argued that such multitasking represents a potential boon to produ...
Published on Feb 1, 2015in Attention Perception & Psychophysics1.79
Brandon C. W. Ralph6
Estimated H-index: 6
(UW: University of Waterloo),
David R. Thomson13
Estimated H-index: 13
(UW: University of Waterloo)
+ 2 AuthorsDaniel Smilek21
Estimated H-index: 21
(UW: University of Waterloo)
In a series of four studies, self-reported media multitasking (using the media multitasking index; MMI) and general sustained-attention ability, through performance on three sustained-attention tasks: the metronome response task (MRT), the sustained-attention-to-response task (SART), and a vigilance task (here, a modified version of the SART). In Study 1, we found that higher reports of media multitasking were associated with increased response variability (i.e., poor performance) on the MRT. Ho...
Cited By1
Newest
Published on Jun 1, 2019in Computers in Human Behavior4.31
Jerry Chih-Yuan Sun8
Estimated H-index: 8
(NCTU: National Chiao Tung University),
Kelly Yi-Chuan Hsu (NCTU: National Chiao Tung University)
Abstract While computer science is crucial to today's world, the course requirements remain high and learners' self-efficacy remains low. This study applied eye-tracking devices to instantly identify learners' difficulties and provide them with tips and help them enhance their self-efficacy. The influence of the eye-tracking scaffolding system on students' self-efficacy and performance for learning the C programming language was investigated. Seventy-seven senior high school participants were ra...