Examining the impact of off-task multi-tasking with technology on real-time classroom learning

Wood, Eileen; Zivcakova, Lucia; Gentile, Petrice; Archer, Karin; De Pasquale, Domenica; Nosko, Amanda

doi:10.1016/j.compedu.2011.08.029

Cited by 565Visual and Cognitive Learning ProcessesPersonal Information Management and User BehaviorInnovations in Educational Methods

Examining the impact of off-task multi-tasking with technology on real-time classroom learning

Wood, Eileen, Zivcakova, Lucia, Gentile, Petrice, Archer, Karin, De Pasquale, Domenica, Nosko, Amanda·2012·Computers & Education

DOI 10.1016/j.compedu.2011.08.029

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Participants in the Facebook and Instant Messaging conditions performed more poorly than those in the paper-and-pencil control.
“Participants in the Facebook and Instant Messaging conditions performed more poorly than those in the paper-and-pencil control.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Wood et al., 2012
Repeated practice with the various technologies did not improve performance over time in any condition.
“Repeated practice with the various technologies did not improve performance over time in any condition.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Wood et al., 2012
Participants who did not use any technologies outperformed students who multitasked-regardless of medium-on a 15-item multiple-choice test.
“Results indicated that participants who did not use any technologies outperformed students who did multitask -regardless of medium -on a 15-item multiple-choice test.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Wood et al., 2012
One experimental study found that Facebook use during class, but not text messaging, e-mailing, or instant messaging, had a negative effect on students' test scores.
“This study showed that it was not text messaging, e-mailing, or instant messaging but the use of Facebook during class that had a negative effect on students' test scores (Wood et al., 2012).”
From The consequences of media multitasking for youth: A review (2015) · cites this paper as Wood et al., 2012

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Authors: Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A.
Affiliations: Wilfrid Laurier University (CA)
Corresponding author: Wood, Eileen
ORCID: Wood, Eileen
Archer, Karin
Venue: Computers & Education
Publisher: Elsevier BV
Published: 2012-01
Volume: 58
Issue: 1
Pages: 365-374
ISSN: 0360-1315 (ISSN-L)
DOI: 10.1016/j.compedu.2011.08.029
OpenAlex: W2106965099
Cited by: 565
References: 49
Citations by year: 2026: 17 · 2025: 13 · 2024: 26 · 2023: 29 · 2022: 40 · 2021: 68 · 2020: 47 · 2019: 48 · 2018: 51 · 2017: 50 · 2016: 45 · 2015: 50 · 2014: 44 · 2013: 23 · 2012: 13
FWCI: 32.98
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Computers & Education (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Decision Sciences › Information Systems and Management › Personal Information Management and User Behavior
Social Sciences › Education › Innovations in Educational Methods
Keywords: digital technology use, classroom lectures, note-taking, Facebook, text messaging, email, student learning, university students

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