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Examining predictive factors and effects of in-class multitasking with mobile phones

机译：使用手机检查课堂多任务处理的预测因素和影响

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Purpose - The study aims to give a descriptive account of university students' engagement with non-learning-related activities during class time and explore the relationship between off-task multitasking and learning. The predictive factors for off-task multitasking from individual, social and class-related dimensions are also examined. Design/methodology/approach - Contextualized in a comprehensive university in Hong Kong, the study adopts a survey design and involves 79 samples. Findings - The data show that Hong Kong university students are avid users of mobile phones and heavily engage with digital devices. Off-task multitasking with mobile phones is a common phenomenon, yet not related to learning performance. Among the various media and apps on mobile phones, instant messenger stands out as the most frequently used app on a daily basis and inside the classroom. The individual device-use habit and classroom engagement are significant predictors for off-task multitasking during class time. Practical implications - This paper will allow teachers and students to be more aware of the causes and effects of off-task multitasking behaviors during class time and derive practical guidance and strategies to pay heed to and resist the disruptive influence of technologies on learning. Originality/value - The existing scholarly work show a mixed and incomplete picture regarding the effects and determining factors of students' multitasking. This study includes three variables from individual, social and teaching/learning dimensions and seeks to evaluate their predictive strengths. The results of the study will deepen our understanding of the patterns of off-task multitasking.
机译：目的-该研究旨在描述大学生在上课期间参与与学习无关的活动的情况，并探索任务外多任务与学习之间的关系。还检查了从个人，社会和与班级相关的维度进行任务外多任务的预测因素。设计/方法/方法-在香港一所综合性大学中根据研究情况进行了研究，该研究采用了调查设计，涉及79个样本。调查结果-数据显示，香港大学生是手机的狂热用户，并且大量使用数字设备。手机的非任务多任务处理是一种普遍现象，但与学习性能无关。在移动电话上的各种媒体和应用程序中，即时通讯程序是日常使用和在教室内使用最频繁的应用程序。个体的设备使用习惯和课堂参与度是课堂上完成任务外多任务的重要预测因素。实际意义-本文将使教师和学生更多地了解上课时多任务行为的成因和后果，并得出实用的指导和策略，以注意并抵制技术对学习的破坏性影响。独创性/价值-现有的学术著作对学生多任务处理的影响和决定因素的描述不一而足。这项研究包括来自个人，社会和教学/学习方面的三个变量，并试图评估其预测能力。研究结果将加深我们对任务外多任务处理模式的理解。

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