Running Head: NEGATIVE EFFECTS OF MULTITASKING 1

Media Multitasking, a Distraction to Learning

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Media Multitasking, a Distraction to Learning

Introduction

Technology has influenced every aspect of our lives, impacting how we interact, how we

communicate, and how we carry on tasks. Similarly, the role of information and technology in

education is evident. Technology has been pivotal in educational communication between

learners and instructors who can now easily exchange ideas and access learning materials with

ease (Paul, 2013). It has revolutionized learning in all levels of education, as posited by some

scholars. While the argument is valid, it has not had the desired outcome. Technology has

brought about multitasking menace in students as they switch from learning activities to media

distractions. Divided attention is so common that students use their phones and laptops while

lectures are on for non-academic purposes like login to Facebook, surfing on the internet, or

texting their friends (Paul, 2013). These activities deter a smooth learning process. Multitasking

is a distraction to learning, reducing learning efficiency, students' mental performance, and

killing students' creativity. In the academic setting, even though the advancement of technology

has provided access to education to various disadvantaged families, the fact that it promotes a

multitasking environment has proved to be a distraction considering the development at an

education level of these students.

Arguments

It is common to find students attending multiple streams of information and

entertainment while learning. Schoolwork requires maximum attention to grasp the concepts and

be able to explain abstract ideas. The multiple information streams can be useful in classwork

while surfing on the internet but can also be a distraction to learning efficiency. In inertia, most
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students lose focus quickly while on Facebook or reading emails, or even listening to music.

Interestingly, some students claim that studying while listening to music is ideal and helps them

grasp what they are learning. “But evidence from psychology, cognitive science and

neuroscience suggests that when students multitask while doing schoolwork, their learning is far

spottier and shallower than if the work had their full attention (Paul, 2013).” While in the

classroom, multitasking reduces learning efficiency affecting student concentration and focus.

When Rosen makes a random call for students using their phones in class and asks what was just

shown on the slide to the class, they always pull a blank with nothing to answer, a clear

indication of minimal concentration (Paul, 2013). Media multitasking indeed reduces student

focus and concentration on what they are learning, reducing learning efficiency.

Media multitasking is a complex mental operation drawing similar mental resources as

that of schoolwork (Paul, 2013). The process of texting, emailing, or posting on social media

platforms requires undivided attention, and by far, they are the most common activities students

take while learning. Under such circumstances, multitasking reduces mental performance.

Switching from one activity to the other can easily tire out the brain. When the brain is tired,

learning becomes more difficult, and students are prone to make mistakes or end up gasping

nothing in the entire learning process. Over time, this can cause the performance of a student to

drop in school. According to David Meyer, divided attention on learning takes a firm line on the

brain’s multitasking ability. He argues that the brain cannot simply do two complex tasks at a

time. It is only possible while carrying out simple tasks requiring less mental power, like ironing

clothes while listening to music. Meyer cites that “the mental fatigue caused by dropping and

picking up mental thread leads to more mistakes (Paul, 2013).”

Multitasking can provide an excellent lead to innovative ideas as students can stream

information from various sources ideal in developing creative ideas and conceptualize such

ideas. Creativity is a critical aspect of learning that distinguishes students' ability to think outside

the box as they perform their tasks. However, multitasking can be a hindrance to creativity.

Innovative thinking is a product of extended concentration. Switching between tasks when doing

a study kills the breakthrough of ideas that may have crossed the mind and pass when

multitasking (Paul, 2013). When studying and checking on social media platforms like

Facebook, the mind would be captured by the exciting and colorful events. One can easily lose

focus on the study area. Creativity requires full attention, focusing on details, even the smallest

ones, asking questions, seeking answers to the questions, and developing a substantial solution to

a problem (Paul, 2013). This is only possible when the mind is at peace and focused on one task,

enabling students to expound on their study areas. The human cognitive ability is pushed to the

extreme under multitasking limited students' focus on developing viable ideas to solve the

problems given to them in class substantively.

Conclusion

There is no doubt that media multitasking is a distraction to learning, barring students

from using their full potential in classwork. It brings about a divide attention between learning

and attending to the ever attempting media communication. The divided attention is, by all

means, detrimental to the learning process; it reduces learning efficiency, student mental

performance, and students’ creativity, which is a vital aspect of learning. While it would be

impossible to enforce a total ban on media multitasking, efficient learning in this digital age calls

for stringent measures to curb media addiction. From parents to teachers, all stakeholders should

join hands in drawing a line when it comes to learning and homework. The device checking
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compulsiveness in young people must be managed if the young generation is to learn and give

their best in task performance. Media multitasking is indeed a distraction to learning.

Reference

Paul, A. M. (2013). The New Marshmallow Test: Students Can’t Resist Multitasking. Slate.

com. May, 3.