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Journal of Computing in Higher Education

, Volume 30, Issue 3, pp 553–571 | Cite as

Using technology to promote classroom instruction: assessing incidences of on-task and off-task multitasking and learning

  • Eileen Wood
  • Amna Mirza
  • Lindsay Shaw
Article
First Online:

Abstract

Media multitasking is a common artifact of the increasing presence of technologies in classrooms. However, research indicates learning decrements when students engage in inappropriate or “off-task” media multitasking during class time. This is a concern as many innovative teaching practices call for the use of technologies. The present study examined ‘on-task’ (using media technologies to support learning) and ‘off-task’ multitasking when students were required to use online demonstrations as part of a collaborative group work activity within three regular, live classroom sessions. In total, 107 introductory psychology students participated as part of their regular classroom instruction. Both survey measures and direct observation indicated that students engaged in both on-task and off-task multitasking during the online and face-to-face group work components. Fewer students reported going off-task than expected. The proportion of students engaging in multitasking increased over time from the first to third demonstrations. Interestingly, perceived relevance of the online demonstrations predicted on-task behaviors. Overall, outcomes suggested that employing relevant online activities as part of ongoing instruction fostered more on-task behaviours and were perceived to be relevant learning tools. Implications for instruction are discussed.

Keywords

Multitasking Technology and learning Technology in the classroom Higher education 
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Notes

Compliance with ethical standards

Conflict of interest

The authors declare that they have no conflict of interest.

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© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Wilfrid Laurier UniversityWaterlooCanada

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