Regulating Multitasking in Learning

SUMMARY

Existing Knowledge:

1. Digital distractions, such as smartphones, are pervasive in classrooms and hinder academic performance and engagement.

2. Distractive multitasking is driven by both internal factors (e.g., emotions, habits) and external factors (e.g., peer influence, device notifications).

3. Self-regulated learning (SRL) strategies are vital for managing distractions, but their effectiveness varies with student motivation and task value.

New Insights:

1. Students’ multitasking behaviors are highly context-specific, varying with the perceived importance and interest in a course.

2. Multitasking is not merely impulsive but often involves deliberate decisions, balancing perceived costs and benefits of switching tasks.

3. SRL strategies, including proactive planning and in-the-moment regulation, are critical for minimizing distractions and enhancing focus during class.

Putting Research into Practice:

1. Tailor SRL Training: Equip students with SRL techniques, such as setting task goals, managing emotional states, and mitigating device distractions.

2. Enhance Classroom Engagement: Design classes to boost perceived value and interest, reducing students’ inclination to multitask.

3. Optimize Learning Environments: Foster peer accountability and use physical arrangements (e.g., seating) to limit external distractions.

Reference:
Deng, L., Zhou, Y., & Broadbent, J. (2024). Distraction, multitasking and self-regulation inside university classrooms. Education and Information Technologies, 29(9), 7643–7658. https://doi.org/10.1007/s10639-024-12786-w

Cite/Refer this summary: Ross, E. M. and Malar, D. B. J. (2024). Regulating Multitasking in Learning. Excellent Educator, 1(17), 9.https://doi.org/10.6084/m9.figshare.28031444