Multi-Tasking or Multi-Distracting?: iPad Affordances Influence Onlooker Distraction During Classroom Learning
Document Type
Conference Proceeding
Publication Date
11-2023
Abstract
Digital multitasking during classroom instruction contributes to reduced comprehension. Even non-multitasking students seated near a multitasking neighbor experience comprehension decrements (Sana et al., 2013). Existing research on classroom distraction largely focuses on laptops and cellular devices. However, tablet computers present additional affordances to consider, including orientation differences that change screen viewability from the onlooker’s perspective. Tablets can be oriented horizontally mimicking laptop screens, or laid flat on a desk. Further, common multitasking endeavors can vary from visually boring tasks (e.g. text processing) to visually salient (e.g. playing video games). In this 2 x 2 factorial study, we investigate how viewability (high/upright vs. low/ flat) and visual salience of the distracting activity (high vs. low) interact to affect comprehension outcomes for non-multitasking onlookers. Findings from this research focus on best practices and policies for technology use in the classroom, especially as campuses transition to 1:1 device initiatives.
Publication Information
Goodman, Sara G.; Estevez, Aviana; and Schall, Kris, "Multi-Tasking or Multi-Distracting?: iPad Affordances Influence Onlooker Distraction During Classroom Learning" (2023). Psychology Faculty/Staff Publications. Paper 38.
https://fisherpub.sjf.edu/psychology_facpub/38
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Comments
Presented at the 2023 Psychonomic Society Annual Meeting, San Francisco, CA. November 17, 2023.