The
intrusion of internet-enabled electronic devices (laptop, tablet, and
cell phone) has transformed the modern college lecture into a divided
attention task. This study measured the effect of using an electronic
device for a non-academic purpose during class on subsequent exam
performance.
In a two-section college course, electronic devices were permitted in half the lectures, so the effect of the devices was assessed in a within-student, within-item counterbalanced experimental design.
Dividing attention between an electronic device and the classroom lecture did not reduce comprehension of the lecture, as measured by within-class quiz questions. Instead, divided attention reduced long-term retention of the classroom lecture, which impaired subsequent unit exam and final exam performance.
Students self-reported whether they had used an electronic device in each class. Exam performance was significantly worse than the no-device control condition both for students who did and did not use electronic devices during that class.
In a two-section college course, electronic devices were permitted in half the lectures, so the effect of the devices was assessed in a within-student, within-item counterbalanced experimental design.
Dividing attention between an electronic device and the classroom lecture did not reduce comprehension of the lecture, as measured by within-class quiz questions. Instead, divided attention reduced long-term retention of the classroom lecture, which impaired subsequent unit exam and final exam performance.
Students self-reported whether they had used an electronic device in each class. Exam performance was significantly worse than the no-device control condition both for students who did and did not use electronic devices during that class.
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