Mobile Phones in the Classroom: Examining the Effects of Texting, Twitter, and Message Content on Student Learning
作者： Jeffrey H. Kuznekoff , Stevie Munz , Scott Titsworth
DOI: 10.1080/03634523.2015.1038727
关键词:
摘要: This study examined mobile phone use in the classroom by using an experimental design to how message content (related or unrelated class lecture) and creation (responding creating a message) impact student learning. Participants eight groups control group watched video lecture, took notes, completed tests of The relevant earned 10–17% higher letter grade, scored 70% on recalling information, 50% note-taking than students who composed tweets responded irrelevant messages. Sending/receiving messages negatively impacted learning note-taking, while related did not appear have significant negative impact.
sci-hub.se 参考文章(28)
David C. Novak, James M. Kraushaar, Examining the Affects of Student Multitasking with Laptops during the Lecture The Journal of information and systems in education. ,vol. 21, pp. 241- 251 ,(2010)
Rosen Larry D., Lim Alex F., Carrier L. Mark, Cheever Nancy A., An Empirical Examination of the Educational Impact of Text Message-Induced Task Switching in the Classroom: Educational Implications and Strategies to Enhance Learning Psicología Educativa. ,vol. 17, pp. 163- 177 ,(2011) , 10.5093/ED2011V17N2A4
Stephen T. Peverly, Pooja C. Vekaria, Lindsay A. Reddington, James F. Sumowski, Kamauru R. Johnson, Crystal M. Ramsay, The Relationship of Handwriting Speed, Working Memory, Language Comprehension and Outlines to Lecture Note‐taking and Test‐taking among College Students Applied Cognitive Psychology. ,vol. 27, pp. 115- 126 ,(2013) , 10.1002/ACP.2881
Rebecca M. Warner, Applied Statistics: From Bivariate Through Multivariate Techniques ,(2007)
Scott W. Campbell, Perceptions of Mobile Phones in College Classrooms: Ringing, Cheating, and Classroom Policies Communication Education. ,vol. 55, pp. 280- 294 ,(2006) , 10.1080/03634520600748573
Kenneth A. Kiewra, Students' note-taking behaviors and the efficacy of providing the instructor's notes for review Contemporary Educational Psychology. ,vol. 10, pp. 378- 386 ,(1985) , 10.1016/0361-476X(85)90034-7
John P. Rickards, Frank Friedman, The encoding versus the external storage hypothesis in note taking Contemporary Educational Psychology. ,vol. 3, pp. 136- 143 ,(1978) , 10.1016/0361-476X(78)90020-6
Reynol Junco, Shelia R. Cotten, No A 4 U: The relationship between multitasking and academic performance Computer Education. ,vol. 59, pp. 505- 514 ,(2012) , 10.1016/J.COMPEDU.2011.12.023
Amber N. Finn, Andrew M. Ledbetter, Teacher Power Mediates the Effects of Technology Policies on Teacher Credibility Communication Education. ,vol. 62, pp. 26- 47 ,(2013) , 10.1080/03634523.2012.725132
Kenneth A. Kiewra, Nelson F. DuBois, David Christian, Anne McShane, et al, Note-taking functions and techniques. Journal of Educational Psychology. ,vol. 83, pp. 240- 245 ,(1991) , 10.1037/0022-0663.83.2.240