"Constant, constant, multi-tasking craziness": managing multiple working spheres
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Computers in Human Behavior
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Can students really multitask? An experimental study of instant messaging while reading
Computers & Education
Facebook® and academic performance
Computers in Human Behavior
Perceived academic effects of instant messaging use
Computers & Education
Why do i keep interrupting myself?: environment, habit and self-interruption
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Habits make smartphone use more pervasive
Personal and Ubiquitous Computing
Internet use and multitasking among older adolescents: An experience sampling approach
Computers in Human Behavior
No A 4 U: The relationship between multitasking and academic performance
Computers & Education
The Media and Technology Usage and Attitudes Scale: An empirical investigation
Computers in Human Behavior
Making sense of multitasking: The role of Facebook
Computers & Education
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Electronic communication is emotionally gratifying, but how do such technological distractions impact academic learning? The current study observed 263 middle school, high school and university students studying for 15min in their homes. Observers noted technologies present and computer windows open in the learning environment prior to studying plus a minute-by-minute assessment of on-task behavior, off-task technology use and open computer windows during studying. A questionnaire assessed study strategies, task-switching preference, technology attitudes, media usage, monthly texting and phone calling, social networking use and grade point average (GPA). Participants averaged less than six minutes on task prior to switching most often due to technological distractions including social media, texting and preference for task-switching. Having a positive attitude toward technology did not affect being on-task during studying. However, those who preferred to task-switch had more distracting technologies available and were more likely to be off-task than others. Also, those who accessed Facebook had lower GPAs than those who avoided it. Finally, students with relatively high use of study strategies were more likely to stay on-task than other students. The educational implications include allowing students short ''technology breaks'' to reduce distractions and teaching students metacognitive strategies regarding when interruptions negatively impact learning.