The laptop and the lecture: The effects of multitasking in learning environments
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
THE EFFECTS OF MULTITASKING IN THE CLASSROOM were investigated in students in an upper level Communications course. Two groups of students heard the same exact lecture and tested immediately following the lecture. One group of students was allowed to use their laptops to engage in browsing, search, and/or social computing behaviors during the lecture. Students in the second condition were asked to keep their laptops closed for the duration of the lecture. Students in the open laptop condition suffered decrements on traditional measures of memory for lecture content. A second experiment replicated the results of the first. Data were further analyzed by “browsing style.” Results are discussed from Lang’s Limited Process Capacity model in an attempt to better understand the mechanisms involved in the decrement.
- Baddeley, A.D., Lewis, V., Eldridge, M., & Thomson, N. (1984). Attention and retrieval from long-term memory.Journal of Experimental Psychology: General, 13, 518–540. CrossRef
- Broadbent, D. (1958).Perception and Communication. Oxford: Pergamon.
- Broadbent, D. (1971).Decision and Stress. London: Academic Press.
- Craik, F.I.M., & Lockhart, R.S. (1972). Levels of Processing: A framework for memory research.Journal of Verbal Learning and Verbal Behavior, 11, 671–684. CrossRef
- Fisch, S.M. (2000). A capacity model of children’s comprehension of educational content on television.Media Psychology, 2, 63–91. CrossRef
- Grace-Martin, M, & Gay, G. (2001). Web browsing, mobile computing and academic performance. Special Issue on Curriculum, Instruction, Learning and the Internet.IEEE and International Forum of Educational Technology & Society.
- James, W. (1890).The Principles of Psychology, Vol. 1. New York: Henry Hold & Co.
- Johnson, W.A., Greenberg, S.N., Fisher, R.P., & Martin, D.W. (1970).Journal of Experimental Psychology, 83 (1), 164–171. CrossRef
- Lang, A. (2001). The limited capacity model of mediated message processing.Journal of Communication, 46–70.
- Lee, J., Stefanone, M., & Gay, G. (2002)Web browsing and mobile computing: Examining characteristics of web browsing patterns. Paper to be presented at ICA, Communication and Technology Division.
- Mandler, G. (1967). Organization and memory. In K.W. Spence & J.T. Spence (Eds.),The Psychology of Learning and Motivation, Vol. 1. New York: Academic Press.
- Naveh-Benjamen, M., Craik, F.I.M., Perretta, J.G., & Tonev, S.T. (2000). The effects of divided attention on encoding and retrieval processes: The resiliency of retrieval processes.The Quarterly Journal of Experimental Psychology, 53A (3), 609–625.
- Postman, L. (1964). Sort-term memory and incidental learning. In A.W. Melton (Ed.),Categories of Human Learning. New York: Academic Press.
- Soloway, E., Guzdial, M., & Hay, K. (1994, April). Learner-Centered design: The next challenge for HCI.ACM Interactions.
- Soloway, E., Krajcik, J.S., Blumenfeld, P., & Marx, R.W. (1996). Technological support for teachers transitioning to project-based science practices. In T. Koschmann (Ed.),CSCL: Theory and Practice For an Emerging Paradigm. New Jersey: Lawrence Earlbaum Associates.
- Spelke, E., Hirst, W., & Neisser, U. (1976). Skills of divided attention.Cognition, 4, 215–230. CrossRef
- Tresselt, M.E., & Mayzner, M.S. (1960). Incidental learning: A function of associative strength and distance between S-R pairs.Journal of Psychology, (53), 155–160.
- Tulving, E., & Thompson, D.M. (1973). Encoding specificity and retrieval processes in episodic memory.Psychological Review, 50, 352–373. CrossRef
- Woodworth, R.S. (1921).Psychology: A Study of Mental Life. New York: Henry Holt & Co.
- The laptop and the lecture: The effects of multitasking in learning environments
Journal of Computing in Higher Education
Volume 15, Issue 1 , pp 46-64
- Cover Date
- Print ISSN
- Springer US
- Additional Links
- divided attention
- limited capacity model