Multitasking in University Classrooms: Prevalence, Origins, and Perceived Effects

The increasing availability of modern information technology offers new opportunities for teaching and learning, but has also become “primarily, if ironically, a distraction from what matters most—effective learning and good teaching” (Kearsley, 1998, p. 47). The current investigation examined the prevalence of engaging in other activities during class and the extent to which classic and new media types are used for such distractions. An online survey was conducted to investigate students’ motives to engage in classroom multitasking, the perceived advantages and disadvantages and the role of individual differences (n = 396). Respondents were also asked to suggest lecture techniques perceived as helpful to maintain attention to the course. Findings demonstrate that classroom multitasking is common among German students and that modern information technology is frequently used for this purpose, especially cellphones. The results are discussed with respect to positive and negative effects on students’ learning. Reference: Kearsley, G. (1998). Educational technology: A critique. Educational Technology, 38(2), 47-51.