#mediamultitasking

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The Faculty of Executing Wellness

The Faculty of Executing Wellness

If there was a significant challenge in the 2020 pandemic-effected pause, it was the specific moment in time that it locally hit in a person’s city, town, household and the circumstances that that were in the immediate surroundings. If one was traveling with the masses via public transportation at the moment the mandated lockdowns occurred, scurrying as quickly as possible to safety (home base or…

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[danielbaezee]

Mediamultitasking

Perhaps the simplest reason that media multitasking while learning has been a growing issue recently is that students tend to learn new information while juggling two complex tasks. For instance, one can see a clear indication of this issue with juggling complex tasks in a 2006 article published in Computers & Education that outlines a series of studies conducted by Carrie Fried and other researchers from Winona State University in which they examine the amount of time college students use laptops or other forms of technology during a lecture class. To approximate the time students spent on digital technology throughout the class lecture, each day Fried had roughly 130 students from the General Psychology department take surveys, concerning their engagement with the class. Generally speaking, roughly sixty-five percent of the college students allegedly used  their laptops at least once. Of this group, about eighty percent claimed to check emails. About seventy percent claimed to instant message. Forty-three percent claimed to be on the internet, and lastly approximately twenty-five- percent claimed to play games. Fried also asked students to report any interruptions or distractions that happen during the lectures. According to the surveys, Fried calculated an average of seventeen minutes spent off-topic per student in the seventy-five minute lecture. To clarify the implications of her findings regarding students juggling complex tasks, Fried goes on to explain, “Students admit to spending considerable time during lectures using their laptops for things other than taking notes. The use of laptops was negatively related to several measures of learning” (6). That is to say, when Fried points out that students are using digital technology while learning, she is trying to demonstrate how the use of laptops is a clear issue within the a classroom because of the large percentage of people off-topic. Research shows with the increased accessibility to laptops, the probability of a student spending time attempting to juggle between listening to the professor and looking on Facebook or Twitter will increase, therefore students will more likely interpret less information given in the course. To make her point clear about the effect of juggling two complex tasking while learning, Fried explains, “Computers and other high-tech equipment are likely sources of overload and distraction” (3). In essence, when Fried refers to laptops have decreased overall performance in the class, what she means is the ability of people to pay attention and process information is limited. Researchers say that if there are too many sources of information, a person can be overwhelmed with the amount of information available. If a student has a laptop out in class, it is more likely that the students around him or her are distracted too, therefore the overall performance is affected not just the one student with the laptop. With this in mind, one can begin to see how this study from Winona State University on the accessibility to technology in a classroom clearly demonstrated how students who are connected while doing work are more likely to be distracted. Research shows that the brain is overloaded with information similar to a desk stacked with paper. If a student does not go through these papers one at a time, the student may not know what papers are worth keeping. Instead the student will keep random pages.

[danielbaezee]

Laptops in Class? Good? Bad?

Recently, many researchers and educational administration have been questioning the use of portable digital technology in the class room. The problem that comes to be is whether or not a student can finish an assignment to the best of their ability while using devices such as laptops and cellphones in the classroom. The use of digital technology while completing other tasks or using multiple forms of technology at the same time is know as media multitasking. Perhaps the simplest reason that media multitasking while learning has been a growing issue is that students tend to learn new information while juggling two complex tasks. For instance, one can see a clear indication of this issue with juggling complex tasks in a 2006 article published in Computers & Education that outlines a series of studies conducted by Carrie Fried and other researchers from Winona State University in which they examine the amount of time college students use laptops or other forms of technology during a lecture class. To judge roughly how much time students spent on laptops or smartphones throughout the class lecture, each day Fried had roughly 130 students from the General Psychology department take surveys, concerning how engaged they were during the class. The professor of the lecture allowed students to use their laptops to take notes. Generally speaking, roughly sixty-five percent of the college students allegedly used their laptop at least one time during the study. Besides taking notes, about eighty percent claimed to check their emails. About seventy percent claimed to instant message. Forty-three percent claimed to be on the internet, and lastly approximately twenty-five- percent claimed to play games. Fried also asked students to report any interruptions or distractions that happen during the lectures. Of the distractions reported, the one that people seemed to have noticed the most was people sitting in front of others using their laptops. With all of this information, Fried calculated an average of seventeen minutes spent off-topic per student in the seventy-five minute lecture. With regard to academic performance, the class experienced an overall drop when the new policy of laptop use was introduced. 

Throughout the study, Fired is pointing out the major issues associated with the use of digital technology in the classroom. Fried points out that with the use of laptops in the classroom, there is a large percentage of people who go off-topic. Simply thinking about it, with the increased accessibility to laptops, the probability of a student spending time attempting to juggle between listening to the professor and looking on Facebook or Twitter will increase, therefore students will more than likely interpret less information given in the course. If a person spends time doing one thing, they will not be able to complete another task at the same time to the best of their ability. Another point that she brings up is the ability of people to pay attention and process information is limited. Looking at this in a general sense, if there are too many sources of information, a person’s mind can be overwhelmed with information. If a student has a laptop out in class, it is more likely that the students around him or her are distracted too, therefore the overall performance is affected not just the one student with the laptop. The study presented was not to say that smartphones and laptops are bad, and no one should ever use digital technology. Instead the article is presenting the fact that the use of digital technology when learning new information or performing cognitive thinking tasks, shows more negative results then positive i.e. decrease in overall performance.