Examining the Affects of Student Multitasking with Laptops during the Lecture.

Kraushaar, James M.; Novak, David C.

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Title: Examining the Affects of Student Multitasking with Laptops during the Lecture

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Title:	Examining the Affects of Student Multitasking with Laptops during the Lecture
Authors:	Kraushaar, James M.; Novak, David C.
Descriptors:	Undergraduate Students; Lecture Method; Time on Task; Memory; Learning Processes; Student Behavior; Academic Achievement; Computer Science Education; Time Factors (Learning); Laptop Computers; Electronic Mail; Synchronous Communication; Computer Software; Student Surveys; Correlation; Predictor Variables; Classroom Environment
Source:	Journal of Information Systems Education, v21 n2 p241-251 2010
More Info: Help Peer Reviewed:	Yes
Publisher:	Journal of Information Systems Education (JISE). c/o Al Harris, JISE Editor Emeritus, Department of Computer Information Systems, Walker College of Business, Appalachian State University, Boone, NC 28608. Tel: 828-262-6180; Fax: 828-262-6190; e-mail: editor@jise.org; Web site: http://www.jise.org
Publication Date:	2010-00-00
Pages:	11
Pub Types:	Journal Articles; Reports - Research
Abstract:	This paper examines undergraduate student use of laptop computers during a lecture-style class that includes substantial problem-solving activities and graphic-based content. The study includes both a self-reported use component collected from student surveys as well as a monitored use component collected via activity monitoring "spyware" installed on student laptops. We categorize multitasking activities into "productive" (course-related) versus "distractive" (non course-related) tasks. Quantifiable measures of software multitasking behavior are introduced to measure the "frequency" of student multitasking, the "duration" of student multitasking, and the "extent" to which students engage in distractive versus productive tasks. We find that students engage in substantial multitasking behavior with their laptops and have non course-related software applications open and active about 42% of the time. There is a statistically significant inverse relationship between the ratio of distractive versus productive multitasking behavior during lectures and academic performance. We also observe that students understate the frequency of email and instant messaging (IM) use in the classroom when self-reporting on their laptop usage. (Contains 9 tables and 5 endnotes.)
Abstractor:	As Provided
Reference Count:	20

Note:	N/A
Identifiers:	Vermont
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1055-3096
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
Direct Link:	http://jise.org/Contents/Contents-21-2.htm

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