Combining background media with doing homework: Incidence of background media use and perceived effects
Abstract
A survey study was conducted to explore the frequency with which students use background media in self‐instructional home study settings, and the perceived effects of students' use of background media on their homework performance. A questionnaire administered to 1,700 students in Grades 8 and 10 asked students to indicate how often they perform different types of homework assignments and how often they incorporate different types of background media while doing them. In addition, students indicated how they divide their attention between homework assignments and background media, and how they perceive the effects that media may have on their performance on different types of homework assignments. Results indicated that the frequency with which students reportedly combined homework and media depended on the type of schoolwork (learning assignments versus paper‐and‐pencil assignments), type of background medium (audio media or TV), and the students' level of secondary education. In general, students felt that their performance on learning assignments was impaired by the use of background media. Their performance on paper‐and‐pencil assignments, however, was somewhat increased by the use of background audio media and music TV.
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Media use during academic activities was related to lower perceived performance on study assignments.
“namely, lower perceived performance on study assignments (Beentjes et al., 1996),”
From The consequences of media multitasking for youth: A review (2015) · cites this paper as Beentjes et al., 1996
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 Beentjes et al., 1996
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References 9 · Cited by 45
- Authors
- Beentjes, J. W. J., Koolstra, C. M., & van der Voort, T. H. A.
- Affiliations
- Leiden University (NL)
- Venue
- Communication Education
- Publisher
- Informa UK Limited
- Published
- 1996-01
- Volume
- 45
- Issue
- 1
- Pages
- 59-72
- ISSN
- 0363-4523 (ISSN-L)
- 1479-5795
- OpenAlex
- W2087253746
- Cited by
- 45
- References
- 9
- Citations by year
- 2021: 4 · 2019: 2 · 2018: 1 · 2017: 3 · 2016: 3 · 2015: 4 · 2014: 3 · 2012: 2
- FWCI
- 1.45
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Communication Education (publishedVersion)
- Radboud Repository (Radboud University) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Education › Educational Outcomes and Influences
- Keywords
- homework performance, home study, self-education, multitasking, attention allocation, audio media, television, high school students, learning tasks
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