Interest level improves learning but does not moderate the effects of interruptions: An experiment using simultaneous multitasking

Conard, Maureen A.; Marsh, Robert F.

doi:10.1016/j.lindif.2013.11.004

Cited by 42Personal Information Management and User BehaviorVisual and Cognitive Learning ProcessesHuman-Automation Interaction and Safety

Interest level improves learning but does not moderate the effects of interruptions: An experiment using simultaneous multitasking

Conard, Maureen A., Marsh, Robert F.·2014·Learning and Individual Differences

DOI 10.1016/j.lindif.2013.11.004

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Interest did not moderate the effect of interruptions.
“However, interest did not moderate the effect of interruptions.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Conard and Marsh (2014)
Interest level was as strong a predictor of learning as being interrupted.
“Multitasking interruptions reduced learning; furthermore, interest level was as strong a predictor of learning as being interrupted.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Conard and Marsh (2014)
Multitasking interruptions reduced learning.
“Multitasking interruptions reduced learning; furthermore, interest level was as strong a predictor of learning as being interrupted.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Conard and Marsh (2014)
Interest level does not moderate the effects of media multitasking on academic performance.
“Interest level, however, does not moderate the effects of media multitasking on academic performance.”
From The consequences of media multitasking for youth: A review (2015) · cites this paper as Conard & Marsh, 2014

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Authors: Conard, M. A., & Marsh, R. F.
Affiliations: Sacred Heart University (US)
Corresponding author: Conard, Maureen A.
ORCID: Conard, Maureen A.
Venue: Learning and Individual Differences
Publisher: Elsevier BV
Published: 2014-02
Volume: 30
Pages: 112-117
ISSN: 1041-6080 (ISSN-L)
DOI: 10.1016/j.lindif.2013.11.004
OpenAlex: W2079379498
Cited by: 42
References: 37
Citations by year: 2026: 1 · 2025: 2 · 2024: 8 · 2023: 2 · 2022: 5 · 2021: 4 · 2020: 4 · 2019: 1 · 2018: 2 · 2017: 1 · 2016: 7 · 2015: 5
FWCI: 8.76
Type: journal article
Language: en
Open access: closed
Locations: Learning and Individual Differences (publishedVersion)
Topics: Social Sciences › Decision Sciences › Information Systems and Management › Personal Information Management and User Behavior
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Psychology › Social Psychology › Human-Automation Interaction and Safety
Keywords: multitasking, interruptions, instant messaging, interest level, learning, video presentation, individual differences, attention

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Interest level improves learning but does not moderate the effects of interruptions: An experiment using simultaneous multitasking

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