Distractions, distractions: Does instant messaging affect college students’ performance on a concurrent reading comprehension task?
Abstract
Instant messaging (IM) has become one of the most popular forms of computer-mediated communication (CMC) and is especially prevalent on college campuses. Previous research suggests that IM users often multitask while conversing online. To date, no one has yet examined the cognitive effect of concurrent IM use. Participants in the present study (N = 69) completed a reading comprehension task uninterrupted or while concurrently holding an IM conversation. Participants who IMed while performing the reading task took significantly longer to complete the task, indicating that concurrent IM use negatively affects efficiency. Concurrent IM use did not affect reading comprehension scores. Additional analyses revealed that the more time participants reported spending on IM, the lower their reading comprehension scores. Finally, we found that the more time participants reported spending on IM, the lower their self-reported GPA. Implications and future directions are discussed.
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In Fox et al. (2009), participants who IMed while completing a reading task took significantly longer to complete the task (12.56 min compared to 8.23 min by nonmultitasking participants).
“Participants who IMed while completing a reading task took significantly longer to complete the task (12.56 min compared to 8.23 min by nonmultitasking participants; Fox et al., 2009).”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Fox et al., 2009
Multitasking reduces efficiency when performing academic tasks.
“Multitasking reduces efficiency when performing academic tasks.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Fox et al., 2009
Although this increases reading time, it can make up for deficits in comprehension.
“Although this increases reading time, it can make up for deficits in comprehension.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Fox et al., 2009
Although multitasking reduces efficiency, comprehension is not always affected.
“Although multitasking reduces efficiency, comprehension is not always affected.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Fox et al., 2009
In Bowman et al. (2010) and Fox et al. (2009), although statistically significant differences were found in student time to complete the reading passage, comprehension was not harmed.
“In both of the aforementioned studies, although statistically significant differences were found in student time to complete the reading passage, comprehension was not harmed.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Fox et al., 2009
Awareness of one's attention problem reflected the degree of divided attention or task switching, which lead to low productivities and performance effectiveness, as also evidenced in previous studies.
“Our findings showed that awareness of one's attention problem reflected the degree of divided attention or task switching, which lead to low productivities and performance effectiveness, as also evidenced in previous studies (Fox et al., 2009; Karpinski et al., 2013; Quan-Haase, 2010).”
From University students' Motivated Attention and use of regulation strategies on social media (2015) · cites this paper as Fox et al., 2009
Among three studies on recognition, one found that using media while reading negatively affected recognition (r = -.29), while two found no effect.
“Although one of three studies found that using media while reading negatively affected recognition, r = À.29 (Srivastava, 2013), two studies found no effect (Armstrong & Chung, 2000;Fox et al., 2009).”
From The consequences of media multitasking for youth: A review (2015) · cites this paper as Fox et al., 2009
Time spent using media during academic activities may displace time spent on academic activities.
“First, the time spent using media during academic activities may displace the time spent on academic activities (e.g., Fox, Rosen, & Crawford, 2009).”
From The consequences of media multitasking for youth: A review (2015) · cites this paper as Fox et al., 2009
Four of seven experimental studies on study time found that youth who used media while studying needed more time to complete an academic task, with correlations from .26 to .44.
“First, four of the seven experimental studies on study time found that youth who used media while studying needed more time to complete an academic task, r range = .26to .44 (Bowman et al., 2010;Fox et al., 2009;Pool et al., 2003a;Subrahmanyam et al., 2013).”
From The consequences of media multitasking for youth: A review (2015) · cites this paper as Fox et al., 2009
One study found no effect of media use while reading on recall.
“only one study found no effect of media use while reading (Fox et al., 2009).”
From The consequences of media multitasking for youth: A review (2015) · cites this paper as Fox et al., 2009
Although task difficulty does not moderate media multitasking effects on academic performance, media multitasking is more disruptive when task-relevance is high and youth do not engage in note-taking.
“Although task difficulty does not moderate media multitasking effects on academic performance, the studies have indicated media multitasking is more disruptive when task-relevance is high and youth do not engage in note-taking.”
From The consequences of media multitasking for youth: A review (2015) · cites this paper as Fox et al., 2009
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Tran, P., Carrillo, R., & Subrahmanyam, K. (2013) · Cyberpsychology Journal of Psychosocial Research on Cyberspace · doi:10.5817/cp2013-3-2 · Cited by 31 · see citing works
Green, M. (2019) · Computers & composition/Computers and composition · doi:10.1016/j.compcom.2019.01.009 · Cited by 30 · see citing works
Negative Aspects of Using Social Networks in Education: A Brief Review on WhatsApp Example
Yılmazsoy, B., Kahraman, M., & Köse, U. (2020) · Journal of Educational Technology and Online Learning · doi:10.31681/jetol.662746 · Cited by 30 · see citing works
- Authors
- Fox, A. B., Rosen, J., & Crawford, M.
- Affiliations
- University of Connecticut (US)
- Venue
- CyberPsychology & Behavior
- Publisher
- SAGE Publications
- Published
- 2009-02
- Volume
- 12
- Issue
- 1
- Pages
- 51-53
- ISSN
- 1094-9313 (ISSN-L)
- 1557-8364
- OpenAlex
- W2017324753
- Cited by
- 239
- References
- 8
- Citations by year
- 2026: 4 · 2025: 4 · 2024: 10 · 2023: 11 · 2022: 16 · 2021: 28 · 2020: 21 · 2019: 20 · 2018: 16 · 2017: 13 · 2016: 17 · 2015: 26 · 2014: 15 · 2013: 14 · 2012: 12
- FWCI
- 9.03
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- CyberPsychology & Behavior (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Personal Information Management and User Behavior
- Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
- Physical Sciences › Computer Science › Human-Computer Interaction › Digital Communication and Language
- Keywords
- instant messaging, multitasking, reading comprehension, university students, cognitive performance, computer-mediated communication, task efficiency, GPA
- MeSH terms
- Attention, Communication, Computer Communication Networks, Field Dependence-Independence, Humans, Interpersonal Relations, Reading, Students, Internet, Comprehension
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 ›
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