 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Adrianus Nabung
Full-Text PDF
XML 133 Views
DOI:10.17265/2161-623X/2024.06.005
Universitas Katolik Indonesia Santu Paulus Ruteng, Ruteng, Indonesia
The integration of digital devices into educational environments has sparked a concerning trend, namely the widespread practice of multitasking among students during instructional sessions. Despite the plethora of empirical studies and theoretical frameworks addressing this phenomenon, there remains a need for comprehensive research elucidating the nuanced interplay between multitasking behaviors and academic performance. This study seeks to fill this gap by offering a synthesized examination of existing literature and theoretical perspectives. To unravel the complex dynamics underlying multitasking with digital devices and its impact on classroom learning outcomes, this study employs a multifaceted research approach. Drawing upon both literature studies and library research methodologies, the research endeavors to capture the breadth and depth of students’ multitasking behaviors. Observation will be administered to gauge the frequency and nature of digital distractions, while qualitative systematic analysis will provide rich insights into students’ motivations and cognitive processes during multitasking episodes. Preliminary analyses reveal a concerning correlation between multitasking behaviors and diminished academic performance. Students who engage in concurrent digital activities during instructional sessions exhibit lower grades, reduced comprehension, and impaired information retention compared to their focused counterparts. Moreover, qualitative data shed light on the underlying motivations driving multitasking tendencies, including perceived task efficiency, social connectivity, and habitual smartphone use patterns. Thus, this study underscores the urgent need for proactive interventions to address the detrimental effects of multitasking on classroom learning outcomes. By synthesizing empirical evidence and theoretical frameworks, the research provides valuable insights into the intricate dynamics of multitasking behaviors and their ramifications for academic performance. Moving forward, educators and policymakers must prioritize strategies that promote self-regulated learning and mitigate the adverse impact of digital distractions in educational settings.
multitasking, digital devices, classroom learning, academic performance, digital distraction
Adrianus Nabung. (2024). The Impact of Multitasking With Digital Devices on Classroom Learning: A Critical Review on the Future of Digital Distraction in Education. US-China Education Review A, June 2024, Vol. 14, No. 6, 369-383.
Alkahtani, M., Ahmad, A., Darmoul, S., Samman, S., Al-zabidi, A., & Matraf, K. B. (2016). Multitasking trends and impact on education: A literature review. International Journal of Educational and Pedagogical Sciences, 10(3), 1006-1012.
Anthonysamy, L., Choo, K. A., & Hin, H. S. (2020). Self-regulated learning for smart learning in a university at Cyberjaya. In Understanding digital industry (pp. 108-111). Routledge.
Barbosa, C., Bulhões, J., Zhang, Y., & Pedro, L. (2017). Media Multitasking: How does it affect learners and learning? Better E-Learning for Innovation in Education, 59.
Cades, D. M., Boehm-Davis, D. A., Trafton, J. G., & Monk, C. A. (2011). Mitigating disruptive effects of interruptions through training: What needs to be practiced? Journal of Experimental Psychology: Applied, 17(2), 97.
Chen, L., Nath, R., & Insley, R. (2014). Determinants of digital distraction: A cross-cultural investigation of users in Africa, China and the US. Journal of International Technology and Information Management, 23(3), 8.
Demirbilek, M., & Talan, T. (2018). The effect of social media multitasking on classroom performance. Active Learning in Higher Education, 19(2), 117-129.
Fazza, H. (2021). AFL students’ perceptions of the use of an interactive digital platform to enhance reading strategies: An activity theory perspective. Teaching in the Post COVID-19 Era: World Education Dilemmas, Teaching Innovations and Solutions in the Age of Crisis, 403-414.
Flanigan, A. E., & Babchuk, W. A. (2022). Digital distraction in the classroom: Exploring instructor perceptions and reactions. Teaching in Higher Education, 27(3), 352-370.
Frank, E., & Rosén, M. (2008). On the importance of parental participation for student achievement in reading literacy. The 3rd IEA International Research Conference.
García-Santillán, A., & Espinosa-Ramos, E. (2021). Addiction to the smartphone in high school students: How it’s in daily life? Contemporary Educational Technology, 13(2), 296.
González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: Systematic review. Sustainability, 14(3), 1493.
Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325, 129318.
Irawan, S., & Prasetyo, D. (2020). The evaluation of online school examination implementation using CIPP model. In Jurnal Penelitian dan Evaluasi Pendidikan (Vol. 24, Issue 2). https://doi.org/10.21831/pep.v24i2.33032
Junco, R., & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505-514.
Khodi, A. (2016). From an appraisal of Iranian ESP courses to curriculum development. Research in English Language Pedagogy, 3(2), 13-20.
Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142.
Kozlowski, C. T. (2021). Professional development for teachers of English learners (ELs): How constructivist thinking and culturally responsive pedagogy can support best practice for ELs. In Research Anthology on Culturally Responsive Teaching and Learning (pp. 1019-1040). IGI Global.
Kraushaar, J. M., & Novak, D. C. (2010). Examining the affects of student multitasking with laptops during the lecture. Journal of Information Systems Education, 21(2), 241-252.
Kuznekoff, J. H., Munz, S., & Titsworth, S. (2015). Mobile phones in the classroom: Examining the effects of texting, Twitter, and message content on student learning. Communication Education, 64(3), 344-365.
Lee, J., Lin, L., & Robertson, T. (2012). The impact of media multitasking on learning. Learning, Media and Technology, 37(1), 94-104.
Levine, L. E., Waite, B. M., & Bowman, L. L. (2012). Mobile media use, multitasking and distractibility. International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 2(3), 15-29.
Lyon, R. H. (2022). Smartphone usage and academic performance among first-year southwestern university students: A qualitative exploratory case study. Northcentral University.
Makki, B., & Makki, B. (2012). The impact of integration of instructional systems technology into research and educational technology. Creative Education, 03(02), 275-280. https://doi.org/10.4236/ce.2012.32043.
Mutlu, G., & Yıldırım, A. (2019). Learning environment perceptions and student background variables as determinants of persistence in EFL learning. SAGE Open, 9(4), 2158244019898805.
Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587.
Ottenhoff, T. H. M. (2011). New insights and tools to combat leprosy nerve damage. Leprosy Review, 82(4), 334-337.
Pahlevi, M. R., Dhita, A. N., Nuzula, K., Mutia, R. N., & Nofradatu, S. (2023). AK Gani. Fifth Sriwijaya University Learning and Education International Conference (SULE-IC 2022), 112-121.
Patterson, M. C. (2017). A naturalistic investigation of media multitasking while studying and the effects on exam performance. Teaching of Psychology, 44(1), 51-57.
Pérez-Juárez, M. Á., González-Ortega, D., & Aguiar-Pérez, J. M. (2023). Digital distractions from the point of view of higher education students. Sustainability, 15(7), 6044.
Rahl, H. A., Lindsay, E. K., Pacilio, L. E., Brown, K. W., & Creswell, J. D. (2017). Brief mindfulness meditation training reduces mind wandering: The critical role of acceptance. Emotion, 17(2), 224.
Ravhuhali, F., Mashau, T. S., Kutame, A. P., & Mutshaeni, H. N. (2015). Teachers’ professional development model for effective teaching and learning in schools: What works best for teachers? International Journal of Educational Sciences, 11(1), 57-68.
Sambell, K., McDowell, L., & Montgomery, C. (2012). Assessment for learning in higher education. Routledge.
Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832.
Soldatova, G., Chigarkova, S., & Dreneva, A. (2019). Features of media multitasking in school-age children. Behavioral Sciences, 9(12), 130.
Subandi. (2011). Qualitative description as one method in performing arts study. Harmonia, 19, 173-179.
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1-16.
Tan, O.-S. (2021). Problem-based learning innovation: Using problems to power learning in the 21st century. Gale Cengage Learning.
Tesch, M., Schneider, J., & Choset, H. (2011). Adapting control policies for expensive systems to changing environments. 2011 IEEE/RSJ International Conference on Intelligent Robots and Systems, 357-364.
Wood, E., & Zivcakova, L. (2015). Understanding multimedia multitasking in educational settings. The Wiley Handbook of Psychology, Technology, and Society, 404-419.
Zhou, Y., & Deng, L. (2023). A systematic review of media multitasking in educational contexts: Trends, gaps, and antecedents. Interactive Learning Environments, 31(10), 6279-6294.