Harmful threshold of ICT distraction on the learning process

摘要: Information and Communication Technology (ICT) are nowadays widely used during academic or occupational trainings from an official standpoint (integrated in pedagogical programs) as well informal (non class-related use by students, trainers learners). Regarding this latter point, the research question was to know how often students may authorized themselves deal with non-class related secondary tasks a lecture without reducing learning process performance? Experiments were thus undertaken N= 66 UK (MSc.) listening 13 minutes video individual cublicles then answering questionnaires for knowledge, fidelity MSLQ (motivation) assessment. Whilst viewing lecture, distracted sms received on their personal mobile phone. These neutral emotional valence. The cohort divided into 5 groups, each distraction frequency f=0, 10, 15, 20, 30 occ/h. We identified threshold fcrit between 10 15occ/h under which performance not lowered compared control group beyond significant decrease observe (15%). findings discussed light of Processing theory basis modified cognitive model based Mayer Moreno’s work. Concluding advices learners teachers provided. Limits further experiments suggested.