Changing Minds: Multitasking During Lectures

Liz Coulter-Smith

Research output: Contribution to Book/ReportChapterpeer-review

Abstract

This chapter takes a multidisciplinary approach to multitasking. Media multitasking has, consequently, become a frequent topic amongst academics yet
some remarkable new research reveals we may not be taking into full account the changes to our students’ ability to learn given the changes to their brains. The risks of multitasking to student achievement has been well researched yet many of the positive related developments in the neurosciences are less well known. This chapter reviews some of this research bringing together information foraging theory, cognitive control and confirmation bias as they relate to the multitaskingGeneration Z student in higher education. Some significant research findings are discussed including using laptops and similar devices in the classroom. A small survey underpins these discussions at the end of the chapter highlighting student perspectives on multitasking during lectures.
Original languageEnglish
Title of host publicationHigher Education Computer Science: A Manual of Practical Approaches
PublisherSpringer Nature [academic journals on nature.com]
Chapter1
Pages3-16
Number of pages13
ISBN (Electronic)978-3-319-98590-9
ISBN (Print)978-3-319-98589-3
DOIs
Publication statusPublished - 22 Sep 2018

Keywords

  • Cognition foraging
  • Academic performance
  • Multitasking
  • Information

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