Mobile learning: A framework and evaluation
Computers & Education
In-class laptop use and its effects on student learning
Computers & Education
Computers in Human Behavior
Can students really multitask? An experimental study of instant messaging while reading
Computers & Education
Perceived academic effects of instant messaging use
Computers & Education
No A 4 U: The relationship between multitasking and academic performance
Computers & Education
In-class multitasking and academic performance
Computers in Human Behavior
The impact of laptop-free zones on student performance and attitudes in large lectures
Computers & Education
Laptop multitasking hinders classroom learning for both users and nearby peers
Computers & Education
Facebook and texting made me do it: Media-induced task-switching while studying
Computers in Human Behavior
Making sense of multitasking: Key behaviours
Computers & Education
When it comes to Facebook there may be more to bad memory than just multitasking
Computers in Human Behavior
Making sense of multitasking: The role of Facebook
Computers & Education
Texting everywhere for everything: Gender and age differences in cell phone etiquette and use
Computers in Human Behavior
Teacher perceptions of using mobile phones in the classroom: Age matters!
Computers & Education
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The purpose of the present study was to examine the impact of multi-tasking with digital technologies while attempting to learn from real-time classroom lectures in a university setting. Four digitally-based multi-tasking activities (texting using a cell-phone, emailing, MSN messaging and Facebook(TM)) were compared to 3 control groups (paper-and-pencil note-taking, word-processing note-taking and a natural use of technology condition) over three consecutive lectures. Comparisons indicated that participants in the Facebook(TM) and MSN conditions performed more poorly than those in the paper-and-pencil use control. Follow-up analyses were required to accommodate the substantial number of students who failed to comply with the limited use of technology specified by their assigned conditions. These analyses indicated that participants who did not use any technologies in the lectures outperformed students who used some form of technology. Consistent with the cognitive bottleneck theory of attention (Welford, 1967) and contrary to popular beliefs, attempting to attend to lectures and engage digital technologies for off-task activities can have a detrimental impact on learning.