ERIC Number: EJ1219715
Record Type: Journal
Publication Date: 2019-Jul
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1469-7874
EISSN: N/A
Learning Approach and Its Relationship to Type of Media Use and Frequency of Media-Multitasking
Law, Anna S.; Stock, Rosemary
Active Learning in Higher Education, v20 n2 p127-138 Jul 2019
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.
Descriptors: Cognitive Processes, Attention Control, Time Management, Academic Achievement, Printed Materials, Nonprint Media, Electronic Mail, Computer Software, Young Adults, Study Habits, Learning Strategies, Gender Differences, Foreign Countries, Undergraduate Students, Mass Media Use
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A