Survey Measures of Web-Oriented Digital Literacy
Social Science Computer Review
Perceived academic effects of instant messaging use
Computers & Education
Self-Regulation in Instant Messaging IM: Failures, Strategies, and Negative Consequences
International Journal of e-Collaboration
Comparing actual and self-reported measures of Facebook use
Computers in Human Behavior
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
Dynamics of email communications among university students throughout a semester
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
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The proliferation and ease of access to information and communication technologies (ICTs) such as Facebook, text messaging, and instant messaging has resulted in ICT users being presented with more real-time streaming data than ever before. Unfortunately, this has also resulted in individuals increasingly engaging in multitasking as an information management strategy. The purpose of this study was to examine how college students multitask with ICTs and to determine the impacts of this multitasking on their college grade point average (GPA). Using web survey data from a large sample of college students at one university (N=1839), we found that students reported spending a large amount of time using ICTs on a daily basis. Students reported frequently searching for content not related to courses, using Facebook, emailing, talking on their cell phones, and texting while doing schoolwork. Hierarchical (blocked) linear regression analyses revealed that using Facebook and texting while doing schoolwork were negatively associated with overall college GPA. Engaging in Facebook use or texting while trying to complete schoolwork may tax students' capacity for cognitive processing and preclude deeper learning. Our research indicates that the type and purpose of ICT use matters in terms of the educational impacts of multitasking.