Burak 2012

Multitasking in the University Classroom,

1. Références

• Référence complète APA : Burak, Lydia (2012). Multitasking in the University Classroom, International Journal for the Scholarship of Teaching and Learning: Vol. 6: No. 2, Article 8.

• Auteur(s) : Lydia Burak

• Revue : International Journal for the Scholarship of Teaching & Learning

2. Copies

• Copie en ligne : http://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1339&context=ij-sotl

• Copie locale : Fichier:Burak 2012.pdf

• Copie physique :

3. Mots-clés

• ordinateur portable
• multitâche

4. Abstract

Although research evidence indicates that multitasking results in poorer learning and poorer performance, many students engage with text messaging, Facebook, internet searching, emailing, and instant messaging, while sitting in university classrooms. Research also suggests that multitasking may be related to risk behaviors. This study’s purpose was to describe the multitasking behaviors occurring in university classrooms and to determine relationships between multitasking and risk behaviors. Surveys assessing multitasking, grades, and risk behaviors were completed by 774 students. Results show that the majority of students engage in classroom multitasking, which is significantly related to lower GPA and an increase in risk behaviors.

5. Résumé (facultatif)

Intro

• Despite evidence that multitasking is non-facilitative and inefficient, it is nonetheless

widespread and multitaskers take pride in this putative skill, considering it a favorable quality

• "Commonly understood as engaging in two or more things at the same time, a more

accurate definition of multitasking is the performance of multiple tasks sequentially and in quick succession (Dzubak, 2008). Although it is clearly possible to engage in two behaviors simultaneously (eating and listening to music; walking and carrying on a conversation), only one task can have the full attention of the conscious mind at any point in time (Pashler, 2000; Bannister & Remenyi, 2009). The subconscious mind, however, can simultaneously do those things that have been so ingrained by repetition and training that they have become automated or rote."

• Revue de la littérature sur l'impact négatif du multitâche dans l'apprentissage, et sur les raisons de cet impact du point de vue des sciences cognitives.
• Corrélation entre multitâche et comportements à risque : "In her study of 2032 school aged youth, Foehr (2006) found that individuals who

were more likely to be media multitaskers were also more likely to engage in risky behaviors."

Méthode

• Public : Study participants were students enrolled at a mid-sized public university in the northeast (N=774)

US.

• Méthode : sondage sur campus (multitasking behaviors, risk behaviors, demographics, and personality characteristics.)

Résultats

• Le multitâche est généralisé : touche 94.4% des étudiants.
• Les activités hors cours les plus fréquentes sont : SMS (51%), Facebook (25%), travail sur autres cours (18%), e-mail (15%). 3% des étudiants téléphonent au cours.
• Encore plus fréquent dans les cours en ligne.
• Multitasking scores were negatively, significantly (p < .01) related to GPA.
• In addition, multitasking was related to a

number of high risk behaviors. Individuals with higher multitasking scores drank significantly more alcohol (p < .01), smoked more cigarettes (p < .01), used more marijuana (p < .01), and used more ‘other drugs’ (p<.05) than those with lower scores. High multitaskers were also significantly more likely to have engaged in binge drinking (p < .01), driving a car after drinking alcohol(p < .01), being driven in a car by someone who has drunk alcohol (p < .01), getting into physical fights (p < .01), and having multiple sex partners in the past 30 days (p < .01) than lower multitaskers.

• This study had several limitations: the sample was a nonrandom convenience sample, the

data were self-reported, and the design was correlational.