Kraushaar Novak 2010
Examining the Affects of Student Multitasking With Laptops During the Lecture
1. Références
- Référence complète APA : Kraushaar, J., & Novak, D. (2010). Examining the Affects of Student Multitasking With Laptops During the Lecture. Journal of Information Systems Education, Vol. 21(2), 241-251.
- Auteur(s) : James Kraushaar & David Novak
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3. Mots-clés
4. Abstract
This paper examines undergraduate student use of laptop computers during a lecture-style class that includes substantial problem-solving activities and graphic-based content. The study includes both a self-reported use component collected from student surveys as well as a monitored use component collected via activity monitoring “spyware” installed on student laptops. We categorize multitasking activities into productive (course-related) versus distractive (non course-related) tasks. Quantifiable measures of software multitasking behavior are introduced to measure the frequency of student multitasking, the duration of student multitasking, and the extent to which students engage in distractive versus productive tasks. We find that students engage in substantial multitasking behavior with their laptops and have non course-related software applications open and active about 42% of the time. There is a statistically significant inverse relationship between the ratio of distractive versus productive multitasking behavior during lectures and academic performance. We also observe that students under state the frequency of email and instant messaging (IM) use in the classroom when self-reporting on their laptop usage.
5. Résumé (facultatif)
"This research focused on the use of laptops in a 15-week management information systems class enrolling 97 upper division students. With student consent, researchers used a spyware program that tracked the windows and page names for each software application run during class time. Students were encouraged to run “productive windows”—those that related to course content. Spyware also tracked the number of “distractive windows” students ran, including games, pictures, email, instant messaging and web surfing. Students had these distractive windows open 42% of the class time. Students who tried to listen to the lecture while using these distractive windows had significantly lower scores on homework, projects, quizzes, final exams and final course averages than students who looked at mostly productive windows. Researchers also found that this population under reported the extent of their multitasking." (http://www.facultyfocus.com/articles/teaching-professor-blog/multitasking-confronting-students-with-the-facts/)