What can we do about the digital device distraction dilemma?

The use of digital devices contributes to why students continue to believe they can multitask. We all do know the truth about multitasking, that it is not really possible. The reason I say “not really” possible is that depending on the tasks and the part of the brain being used for those tasks – there are some situations where we can multitask – such as walking and chewing gum, reading a recipe while stirring a mixture in a bowl. The reason we can do these is that they are using different parts of the brain. However, because learning requires higher brain functions related to focus and attention, we cannot place our concentration on two things simultaneously.

I admit I used to believe I was great at multitasking. It was something I sought to excel in. Even as a society, we’ve embraced it and made it a desirable skill.  How many times have you heard someone say, “I’m great at multitasking,” when referring to their qualities or strengths as a worker or student?

From a neurobiology standpoint, the brain cannot focus on two different tasks simultaneously. What it can do is brain shift. It can quickly move from concentrating on one thing and then switching to focus on the other. But here’s the thing. Neither item of focus gets one’s full attention.  Our students are notorious at doing this. They sit in class listening to a lecture or presentation, and they check their e-mail, surf the web, text someone, etc. This pseudo-multitasking actually compromises their learning. When they shift their attention and focus away from what is happening in class, they miss things – important things.

At the risk of dating myself, I taught high school before computers or the internet. When laptops first started to come into the classroom, I was part of the movement not to let students use them in class. Our concern was that the students would not be able to resist the temptation to be doing something else instead of having their full attention on what was happening in class. I know all of us at some point, have stood or sat in the back of a classroom and have seen how many students have multiple screens open, and are jumping between screens. The fact is each time they switch screens; they shift focus. 

Several research studies looked specifically at the distracting effects related to learning when students multitask during class. These studies looked at distractions to include pages open on a laptop not associated with the course content, instant messaging, and phone texting during class. The results provide concerning evidence of the negative effects of multitasking related to student learning and performance (Barak, 2012; Bowman, Levine, Waite, & Dendron, 2010; Ellis, Daniels & Jauregui, 2010; Kraushaar & Novak, 2010). In each of these studies, those students who engaged in multitasking during class where found to score or perform significantly lower on assignments, projects, and examinations in the course. More recently, studies also document the distracting effects of multitasking during studying.  Students who use Facebook and text while studying had lower overall GPA’s (Junco and Cotton, 2012).

Despite these studies, the use of digital devices in everyday tasks as well as in education continues to soar. So what can we do to help our students, and probably ourselves too, focus better – preferably on one thing at a time and give up multitasking?

I suspect many of us have made attempts to try and curb students from multitasking as well as educate them about the adverse effects, but with limited, if any, success.  A case in point: I observed a student group presentation meant to address the importance of not texting and driving. Their position was that we could not focus on two things at once, even if we think we can. They created a computer-based driving simulation program and demonstrated it in class. A student engaged in the program, which simulated driving a car while another student kept texting her phone. The driving student attempted to look at and respond to the phone texts while driving. No one was surprised when she drove off the road. Yet, even with this evidence – we all still multitask.

What’s the answer?  We don’t really have one. Some have tried restricting the use of devices such as cell phones in the classroom, but with minimal success – unless you literally take the phone away. Others have created policies related to no surfing or doing other tasks on a laptop during class – also not particularly useful.

Perhaps, approaching the issue from a teachable moment perspective may be helpful. It has been my experience that our students are very motivated to be successful and achieve their goal of becoming a PA. Rather than attempting to tell the entire class the truth about multitasking, perhaps focusing on those students who are not performing well is the doorway.  We all know the power of peer influence. What if part of the evaluation of a student who is not performing well is a non-judgmental exploration into how distracted they are during class and when studying. What if, from an earnest desire to help them be successful, we share what we know from the research about the effects on their learning, including exam and GPA performance as a result of too many digital device distractions. And what if we create a plan with them to both explore just how distracted they are by having them track their use during these times and then work with them to implement a way to reduce those distractions. If all the research is accurate, and the student actually does it, they should improve. It’s at least worth a try. I have found when working with students who are struggling, they are open to trying whatever it takes for them to be successful. The potential side benefit of this is that if it works and this student has a positive experience and outcome, then they potentially become the pebble in the pond for their peers. At worse, if it doesn’t help them, then we keep doing all the other things we do to support a struggling student.

Based on an article by Weimer (2018), here are some suggested general questions that can be used to explore the level of distraction for a student. These questions can be self-answered by the student or explored with the faculty member or student advisor.  The goal is to generate a conversation and opportunity to introduce the possibility that these distractions are having a negative impact and create a plan to reduce them moving forward.

• Have you ever kept track of how much time you’re on your devices while studying or in class?
• Do you use any of your devices while studying for purposes other than studying? Which one(s) and for how long?
• How long can you study before using one of your devices for purposes other than studying?
• Do you have your phone with you in class? If you receive a text, do you read it immediately or while in class, do you respond immediately or wait for a class break or when class is over.
• Do you take notes while in class? On a laptop or a tablet? Do you check e-mail while in class? If you receive an e-mail during class, do you read it, and do you respond while still in class?
• Do you think that switching your focus from what is happening in class or from your studying has any consequences related to your learning and performance in the class?

As with any dilemma, there is no clear answer here. However, research provides evidence that the digital device distraction dilemma is adversely affecting our students and so it is important to consider addressing it.

References:

Barak, L. (2012). Multitasking in the university classroom. International Journal for the Scholarship of Teaching and Learning, 6,(2). Article 8. doi.org/10.20429/ijsotl.2012.060208

Bowman, L. L., Levine, L. E., Waite, B. M. and Dendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54, 927-931.

Ellis, Y., Daniels, W. and Jauregui, A. (2010). The effect of multitasking on the grade performance of business students. Research in Higher Education Journal, 8(1), 1-10.

Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers and education, 50(3), 906-914.

Judd, T. (2013). Making sense of multitasking: Key behaviors. Computers & Education, 63, 358-367.

Junco, R. and Cotton, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59, 505-514. doi.org/10.1016/j.compedu.2011.12.023

Kraushaar, J. M. and Novak, D. C. (2010). Examining the affects of student multitasking with laptops during lecture. Journal of Information Systems Education, 21(2), 241-251.

Weimer, M. (2018, March 6). Confronting the myth of multitasking: A collection of tools and resources. The Teaching Professor. Retrieved from https://www.teachingprofessor.com/topics/teaching-strategies/motivating-students/confronting-myths-multitasking-collection-tools-resources/