Abstract
Homework is an important component of the academic production function (Betts 1997; Aksoy and Link 2000; Eren and Henderson 2008, 2011) but often students are studying while doing another activity. Over the last decade, children have had increasing access to many types of media outlets that may distract their attention. The number of TVs and personal computers per household has grown; the growth of broadband access has increased computing potential on home computers, mobile phones, and other devices; and the options for devices on which to listen to music as well as the access to different types of music has expanded. Previous research has found that proximity to devices, such as placement of a computer near a TV, is a strong predictor of media multitasking (Foehr 2006). Using UK time-use data, Kenyon (2008) has shown that the Internet has changed how we use our time—both in the activities we choose and in the extent of our multitasking.
The views expressed are those of the author and should not be attributed to the US Bureau of Labor Statistics or the Department of Labor.
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© 2016 Sabrina Wulff Pabilonia
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Pabilonia, S.W. (2016). Children’s Media Use and Homework Time. In: Kalenkoski, C.M., Foster, G. (eds) The Economics of Multitasking. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137381446_6
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DOI: https://doi.org/10.1057/9781137381446_6
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