Modern day students have access to a multitude of high-tech devices. Computers, smartphones, and audio players are an essential part of their every-day lives. That means that whenever a student is doing homework or working in the classroom, he or she is going to be confronted with the problem of media multitasking – using his devices for purposes other than learning. While multitasking can be a positive practice, it is harmful to most students, resulting in lower scores and slower information processing.
According to the research by Larry Rosen, published in the journal Computers in Human Science, students spend up to 45% of their homework time on various tasks unrelated to their studies (Paul 2013, par.3). During classes, the situation is no different. Students often get distracted by their phones or use their laptops for unauthorized activities. Such diversions are difficult to control for teachers, as well as for the students themselves. Often, students think that they are able to multitask effectively, without sacrificing their studies. However, the research shows that it is true in only 5% of all cases (Weimer 2010 par.1).The research indicates that most students using laptops for unrelated activities suffer a drop in their course scores. They tend to be distracted by multitasking and to process information much slower (Weimer 2010 par. 4-6). The most common activity students undertake while learning is the use of various social media and messaging services. That is a very mentally taxing task since it requires the use of language and understanding-related parts of the brain. It diverts resources from the studies as they require the resources of the same brain centers. David Meyer, a psychology professor at the University of Michigan, says: “Under most conditions, the brain simply cannot do two complex tasks at the same time. It can happen only when the two tasks are both very simple and when they don’t compete with each other for the same mental resources” (Paul 2013 par. 16). There is little wonder why multitasking has such a negative effect on students.
But why do teenagers multitask? It seems that they should be aware of the resulting problems. The answer is simple: multitasking makes us feel good. As the research indicates, that entertainment gained from secondary activities during studies makes learners feel better emotionally (Nierenberg 2012 par. 7). Watching TV or talking to your friends via email is pleasant and helps students fight boredom they feel doing homework or listening to a lecture they find boring. Another reason the students multitask is that they simply do not see the negative impact it has on their coursework. Teenagers often overrate their abilities. They don’t see how a couple of seconds spend on a message can get in the way of their studies, or how a TV show in the background diverts their attention from a textbook they are trying to read. Those seemingly tiny distractions, however, result in a constant need to switch focus and filter information, straining the brain and making the process inefficient (Hill 2012 par. 5). While multitasking might be pleasant, it is highly detrimental if a person needs to concentrate and dedicate all the mental energy to a difficult task.
However, the effects of multitasking are not entirely negative. The research conducted by the University of Hong Kong indicates that people who routinely multitask are able to use their senses in conjunction more easily (Daily Mail Reporter 2012, par. 7). Other research also shows that multitasking has a positive effect on the ability to pass judgment and solve problems quickly and efficiently (CultureTutor.net 2014, par.7). Overall, the strain of multitasking trains our brain to quickly switch focus and to process multiple stimuli at the same time. The article posted on CultureTutor.net even insists that people should multitask whenever they have an opportunity. However, the article points out, that only tasks that are not mentally taxing can be put into “background mode” (CultureTutor.net 2014 par.13). That is the reason why multitasking is a poor practice for students. Learning is one of the most demanding tasks our brain can perform. Combining it with other high cognitive activities like communication or watching TV completely undermines the brain’s ability to perform any of those tasks efficiently.
The phenomenon of multitasking is not inherently bad. Julius Caesar is said to have been able to do five things at once, which didn’t stop him from becoming one of the most prominent leaders in the ancient history. The problem with the multitasking teenagers is that an average teenager is not Caesar. They overestimate their abilities and multitask not out of necessity but because it feels good. The negative effect this practice has on the learning process is scientifically proven. In order to make multitasking work in their favor, students need to abstain from mixing mentally taxing activities and take their coursework responsibly. Watching TV, while doing chores around the house, is both entertaining and beneficial for your brain. Texting your friends for half the time you should spend doing your homework wastes your time and stops you from actually learning anything.
Work Cited
CultureTutor.net 2014, “Multitasking Part 3: Good Multitasking: The Good News Is…It Isn’t All Bad”. CultureTutor.net. Web.
Daily Mail Reporter 2012, “Modern multi-tasking in the world of technology is actually good for your brain because it trains you to use more senses”. Daily Mail Online. Web.
Hill, Rebecca 2012, “Today’s Multitasking Teens”. SchoolFamily.com. Web.
Nierenberg, Cari 2012, “Multitasking Makes You Feel Good”. WebMD.com. Web.
Paul, Annie Murphy 2013, “How Does Multitasking Change the Way Kids Learn?” KQED News Online. Web.
Weimer, Maryellen 2012, “Students Think They Can Multitask. Here’s Proof They Can’t”. FacultyFocus.com. Web.