An Empirical Examination of the Educational Impact of Text Message-Induced Task Switching in the Classroom: Educational Implications and Strategies to Enhance Learning

摘要: Today´s Net Generation university students multitask more than any prior generation, primarily using electronic communication tools (Carrier et al., 2009). In addition, studies report that many text during class (Tindell & Bohlander, 2011). This research examines the impact of receiving and sending messages a classroom lecture. Recent laboratory (Ophir, 2009) reported multitasking impaired performance, particularly among heavy multitaskers. Further, experimental has shown "technologically induced" interruptions can be disruptive, causing increased errors decreased performance (Monk, 2008). study is first to experimentally examine direct message on memory recall in environment. Participants viewed 30-minute videotaped lecture which they were interrupted by requiring responses. four classrooms randomly assigned three groups no messages, or eight messages. Based actual number texts received sent— including those not sent experimenter—three comparison defined: No/Low Texting Interruption (zero 7 received), Moderate (eight 15 texts), High (16 texts). Following lecture, test assessed memory. participants asked about their typical monthly texting attitudes toward behaviors. Results indicated group scored significantly worse (10.6% lower) although there was significant difference between nor group. while nearly fourths felt disruptive learning, 40% it acceptable class. also who words performed this moderated elapsed time (or sending) with longer delays resulting better performance. The results these are discussed terms Salvucci al.´s (2009) Unified Theory Multita sking Continuum plus potential use metacognitive strategies when faced potentially multitasking. Educational implications highlighted outlined for maximizing media-rich environments.