Multitasking with Digital Devices and Classroom Learning

SUMMARY

Existing Knowledge:

1. Digital multitasking during learning is prevalent, often involving texting, social media, and browsing, which reduce comprehension and retention.

2. Habitual use of devices in classrooms disrupts the focus, blurring academic and non-academic boundaries.

3. Earlier studies show multitasking correlates with lower grades, but holistic examinations of motivations and behaviors are limited.

New Insights:

1. Multitasking negatively impacts academic performance, with reduced comprehension, grades, and retention compared to single-tasking.

2. Motivations for multitasking include perceived efficiency, habitual behaviors, and the fear of missing out (FOMO).

3. Interventions like self-regulation and mindfulness show potential to mitigate multitasking's adverse effects.

Putting Research into Practice:

1. Promote Self-Regulation Skills: Teach students goal setting and time management to control multitasking tendencies.

2. Encourage Mindfulness Practices: Implement techniques like focused breathing to enhance attention during lectures.

3. Design Focused Learning Spaces: Establish clear policies on device use and provide technology-free zones in classrooms.

Reference:
Nabung, A. (2024). The impact of multitasking with digital devices on classroom learning: A critical review on the future of digital distraction in education. US-China Education Review A, 14(6), 369–383. https://doi.org/10.17265/2161-623X/2024.06.005

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2024). Multitasking with Digital Devices and Classroom Learning. Excellent Educator, 1(17), 10. https://doi.org/10.6084/m9.figshare.28031468