Digital Devices, Distraction, and Student Performance: Does In-Class Cell Phone Use Reduce Learning?

3.20
Hdl Handle:
http://hdl.handle.net/11290/617170
Title:
Digital Devices, Distraction, and Student Performance: Does In-Class Cell Phone Use Reduce Learning?
Authors:
Douglas, Duncan; Angel, Hoekstra; Bethany, Wilcox
Abstract:
The recent increase in use of digital devices such as laptop computers, iPads, and web-enabled cell phones has generated concern about how technologies affect student performance. Combining observation, survey, and interview data, this research assesses the effects of technology use on student attitudes and learning. Data were gathered in eight introductory science courses at a major university. Results show a significant negative correlation between in-class phone use and final grades, with use of cell phones corresponding to a drop of 0.36 6 0.08 on a 4-point scale where 4.0 1⁄4 A. These findings are consistent with research (Ophir, Nass, and Wagner 2009, Proceedings of the National Academy of Sciences, 106, 15583) suggesting students cannot multitask nearly as effectively as they think they can. While 75% of students reported regular cell phone use, observation suggests undergraduates typically underreport the frequency of their in-class use of digital devices.
Affiliation:
University of Colorado–Boulder (CO)
Citation:
Duncan, D. K., Hoekstra, A. R., & Wilcox, B. R. (2012). Digital devices, distraction, and student performance: Does in-class cell phone use reduce learning. Astronomy education review, 11(1), 1-4.
Journal:
Astronomy Education Review
Issue Date:
2012
URI:
http://hdl.handle.net/11290/617170
Document Source:
Peer-reviewed
Language:
en_US
Type Of Resource:
Empirical Research
Empirical Methodology:
Quantitative
Learning Environment:
Formal
Subjects:
College Students
Construct:
Affective Variables; Cognitive Processes
Content:
n/a
Nation:
Canada
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorDouglas, Duncanen
dc.contributor.authorAngel, Hoekstraen
dc.contributor.authorBethany, Wilcoxen
dc.date.accessioned2016-07-18T20:52:47Zen
dc.date.available2016-07-18T20:52:47Zen
dc.date.issued2012en
dc.identifier.citationDuncan, D. K., Hoekstra, A. R., & Wilcox, B. R. (2012). Digital devices, distraction, and student performance: Does in-class cell phone use reduce learning. Astronomy education review, 11(1), 1-4.en
dc.identifier.urihttp://hdl.handle.net/11290/617170en
dc.description.abstractThe recent increase in use of digital devices such as laptop computers, iPads, and web-enabled cell phones has generated concern about how technologies affect student performance. Combining observation, survey, and interview data, this research assesses the effects of technology use on student attitudes and learning. Data were gathered in eight introductory science courses at a major university. Results show a significant negative correlation between in-class phone use and final grades, with use of cell phones corresponding to a drop of 0.36 6 0.08 on a 4-point scale where 4.0 1⁄4 A. These findings are consistent with research (Ophir, Nass, and Wagner 2009, Proceedings of the National Academy of Sciences, 106, 15583) suggesting students cannot multitask nearly as effectively as they think they can. While 75% of students reported regular cell phone use, observation suggests undergraduates typically underreport the frequency of their in-class use of digital devices.en
dc.description.provenanceSubmitted by Coty Tatge (coty@caperteam.com) on 2016-07-18T19:56:53Z No. of bitstreams: 1 DUNCANdouglas-et-al_2012_AER.pdf: 148539 bytes, checksum: 3630fe4163b5bd3c98a91578bc18fe07 (MD5)en
dc.description.provenanceApproved for entry into archive by Coty Tatge (coty@caperteam.com) on 2016-07-18T20:52:47Z (GMT) No. of bitstreams: 1 DUNCANdouglas-et-al_2012_AER.pdf: 148539 bytes, checksum: 3630fe4163b5bd3c98a91578bc18fe07 (MD5)en
dc.description.provenanceMade available in DSpace on 2016-07-18T20:52:47Z (GMT). No. of bitstreams: 1 DUNCANdouglas-et-al_2012_AER.pdf: 148539 bytes, checksum: 3630fe4163b5bd3c98a91578bc18fe07 (MD5) Previous issue date: 2012en
dc.language.isoen_USen
dc.titleDigital Devices, Distraction, and Student Performance: Does In-Class Cell Phone Use Reduce Learning?en
dc.typePeer-revieweden
dc.contributor.departmentUniversity of Colorado–Boulder (CO)en
dc.identifier.journalAstronomy Education Reviewen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructAffective Variablesen
dc.istar.constructCognitive Processesen
dc.istar.contentn/aen
dc.istar.nationCanadaen
dc.istar.empiricalmethodologyQuantitativeen
dc.istar.subjectCollege Studentsen
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