The study aimed to examine how off-task multi-taking using technology affects real-time learning in a university setting. Wood and colleagues (2012) addressed two hypotheses: one, given the potential for multi-tasking to tax the resources and distract the learner, it was expected that learning performance would be lower for the multi-tasking conditions when compared with the note-taking conditions; two, if practice facilitated the ability to multi-task, it was expected that performance in all multi-tasking conditions would increase over the three sessions. Technology use, the independent variable, was measured using an independent t-test to establish its impact in every session. The dependent variable was the average multiple-choice score across all sessions. A 2 by 7 univariate ANOVA was used to determine whether instructions compliance contributed to a performance change by comparing compliant and non-compliant participants.
Wood et al. (2012) used the cognitive bottleneck theory to project memory performance in the classroom: memory performance decreased with the simultaneous performance of two cognitive tasks. Study results partially supported the theoretical framework since MSN messaging and Facebook off-task use had a negative consequence on learning compared to on-task, paper-and-pencil note-taking. The finding revealed that attending lectures and engaging digital technologies, particularly for off-task activities, adversely affects learning. However, the researchers did not determine increased practice through multi-taking activities would increase performance. Consequently, the study indicated the need for further investigation under controlled conditions, including factoring in age and gender to determine the findings’ generalizability. Successful follow-up is key in determining study validity and reliability. The scholars can conduct a follow-up study on students who used technology in the classroom for off-task activities to ascertain if the adverse effects are still present in this cohort.
Reference
Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning.Computers & Education, 58(1), 365-374.