Although there is a large investment made in technology in our public and private schools each year, there has been comparatively little effort made into understanding the impact of that technology on our students. This study examines the relationship between student boredom, media multitasking, and distraction in an effort to understand the impact of media multitasking on our students. To examine this, a mixed methods design was utilized, consisting of a memory recall experiment, student interviews, and a survey instrument. This study found that laptops are preferred over iPads for both focus and academic reasons, and it discovered classroom environments and teaching methodologies that caused distraction to occur as well as strategies employed by students to attempt to overcome distraction. Ultimately, this study did not find an impact on academic performance as assessed by a memory recall experiment. As a result, this study contributes significant knowledge into technology distraction at the high school level as well as modifications that can help improve student focus.
|Commitee:||Campano, Gerald, Mark, Gloria|
|School:||University of Pennsylvania|
|Department:||Educational and Organizational Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 77/11(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Educational technology|
|Keywords:||1:1 programs, Media multitasking, Student attention, Student boredom, Task switching, Technology distraction|
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