Perceived academic effects of instant messaging use
Computers & Education Volume 56, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
College students use information and communication technologies at much higher levels and in different ways than prior generations. They are also more likely to multitask while using information and communication technologies. However, few studies have examined the impacts of multitasking on educational outcomes among students. This study fills a gap in this area by utilizing a large-sample web-based survey of college student technology usage to examine how instant messaging and multitasking affect perceived educational outcomes. Since multitasking can impede the learning process through a form of information overload, we explore possible predictors of academic impairment due to multitasking. Results of this study suggest that college students use instant messaging at high levels, they multitask while using instant messaging, and over half report that instant messaging has had a detrimental effect on their schoolwork. Higher levels of instant messaging and specific types of multitasking activities are associated with students reporting not getting schoolwork done due to instant messaging. We discuss implications of these findings for researchers studying the social impacts of technology and those in higher education administration.
Junco, R. & Cotten, S.R. (2011). Perceived academic effects of instant messaging use. Computers & Education, 56(2), 370-378. Elsevier Ltd.
Cited ByView References & Citations Map
The Relationship between Smartphone Use and Academic Performance: A Case of Students in A Malaysian Tertiary Institution
Siew Foen Ng, Nor Syamimi Illiani Che Hassan, Nor Hairunnisa Mohammad Nor & Nur Ain Abdul Malek
Malaysian Online Journal of Educational Technology Vol. 5, No. 4 (2017) pp. 58–70
Susan W Bontly, Cynthia Gomez, Samar Khalil & Tahani Fouad Mansour, NMSU, College of Education, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1862–1870
Juan Torres-Diaz, Universidad Tecnica Particular de Loja; Josep Duart, Universitat Oberta de Catalunya
Journal of e-Learning and Knowledge Society Vol. 11, No. 3 (Sep 30, 2015)
Terry T. Kidd, University of Houston-Downtown, United States; B. Stephen Carpenter, II, The Pennsylvania State University, United States
Journal of Educational Multimedia and Hypermedia Vol. 23, No. 2 (April 2014) pp. 189–208
Factors that influence the perceived advantages and relevance of Facebook as a learning tool: An extension of the UTAUT
Toms Escobar-Rodrguez, Elena Carvajal-Trujillo & Pedro Monge-Lozano, University of Huelva
Australasian Journal of Educational Technology Vol. 30, No. 2 (May 13, 2014)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.