In-lecture media use and academic performance : investigating demographic and intentional moderators
Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
South African Institute of Computer Scientists and Information Technologists
Abstract
The growing prevalence of continuous media use among university students in lecture environments has potential for detrimental effects. In this study we investigate the relationships between in-lecture media use and academic performance. Previous studies have shown that students frequently engage with digital media whilst in university lectures. Moreover, multitasking imposes cognitive costs detrimental to learning and task execution. We propose, accordingly, that the constant distractions created by digital media, interrupt the thought and communication processes of students during lectures and, subsequently, obstruct their ability to learn. To test this proposition we conducted a survey-based empirical investigation of digital media use and academic performance among undergraduate university students. A significant negative correlation was found between the number of in-lecture media use instances and academic performance. Furthermore, this effect was found to be pervasive independent of individual demographic factors and the intention with which a medium was used.
Description
CITATION: Parry, D. A. & Le Roux, D. B. 2018. In-lecture media use and academic performance : investigating demographic and intentional moderators. South African Computer Journal, 30(1):85-107, doi:10.18489/sacj.v30i1.434.
The original publication is available at http://sacj.cs.uct.ac.za
The original publication is available at http://sacj.cs.uct.ac.za
Keywords
Media multitasking, Human multitasking -- Risk factors, Student growth (Academic achievement) -- Environmental aspects, Education, Higher, Student growth (Academic achievement) -- Psycological aspects
Citation
Parry, D. A. & Le Roux, D. B. 2018. In-lecture media use and academic performance : investigating demographic and intentional moderators. South African Computer Journal, 30(1):85-107, doi:10.18489/sacj.v30i1.434.