Cited by 678Innovations in Educational MethodsMobile Learning in EducationVisual and Cognitive Learning Processes

In-class laptop use and its effects on student learning

Fried, Carrie B.·2008·Computers & Education

Integrity signals

Registry

Crossref · 10.1016/j.compedu.2006.09.006

Cites

41 of 41 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Students using laptops in class spent considerable time multitasking.

    “Self-report data by Fried (2008) showed that students using laptops in class spent considerable time multitasking.”
  • All 14 studies found greater media use during class related to lower course grades (r range −.16 to −.28) or lower test scores (r range −.21 to −.48).

    “All studies found that greater media use during class was related to lower course grades, r range = À.16 to À.28 (Clayson & Haley, 2013;Fried, 2008;Grace-Martin & Gay, 2001) or lower test scores, r range = À.21 to À.48 (Conard & Marsh, 2014;Ellis, Daniels, & Jauregui, 2010;End, Worthman, Mathews, & Wetterau, 2010;Hembrooke & Gay, 2003;Kraushaar & Novak, 2010;Kuznekoff & Titsworth, 2013;McDonald, 2”

    From The consequences of media multitasking for youth: A review (2015) · cites this paper as Fried, 2008

  • All three correlational studies on ability to focus found that greater media use during academic activities was related to a perceived lower ability to focus, with correlations from -.23 to -.38.

    “Second, all three correlational studies on the ability to focus on an academic activity found that greater media use during academic activities was related to a perceived lower ability to focus, r range = À.23 to À.38 (Calderwood, Ackerman, & Conklin, 2014;Fried, 2008;Wei et al., 2012).”

    From The consequences of media multitasking for youth: A review (2015) · cites this paper as Fried, 2008

  • Two of three studies showed that media use during academic activities was related to lower perceived learning.

    “Two of three studies showed that media use during academic activities was related to lower perceived learning,”

    From The consequences of media multitasking for youth: A review (2015) · cites this paper as Fried, 2008

  • Media use during academic activities was related to less perceived clarity and understanding of academic content (r = -.17 and -.19).

    “and less perceived clarity and understanding of academic content (r = À.17 and À.19, Fried, 2008).”

    From The consequences of media multitasking for youth: A review (2015) · cites this paper as Fried, 2008

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Authors
Fried, C. B.
Affiliations
Winona State University (US)
Corresponding author
Fried, Carrie B.
Venue
Computers & Education
Publisher
Elsevier BV
Published
2008-04
Volume
50
Issue
3
Pages
906-914
ISSN
0360-1315 (ISSN-L)
OpenAlex
W2164485579
Cited by
678
References
41
Citations by year
2026: 8 · 2025: 13 · 2024: 22 · 2023: 26 · 2022: 37 · 2021: 41 · 2020: 56 · 2019: 45 · 2018: 51 · 2017: 52 · 2016: 54 · 2015: 77 · 2014: 51 · 2013: 46 · 2012: 44
FWCI
33.82
Type
journal article
Language
en
Open access
closed
Locations
Computers & Education (publishedVersion)
Funders
Winona State University
Topics
  • Social Sciences › Education › Innovations in Educational Methods
  • Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords
student learning, classroom distraction, multitasking, lecture course, course performance, classroom climate

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review