Timing and relevance of secondary tasks impact multitasking performance

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dc.contributor.authorDonmez, Onur
dc.contributor.authorAkbulut, Yavuz
dc.date.accessioned2021-05-03T20:28:01Z
dc.date.available2021-05-03T20:28:01Z
dc.date.issued2021
dc.departmentEge Üniversitesien_US
dc.description.abstractWhile digital natives are sometimes perceived as effective multitaskers, empirical studies suggest that multitasking is associated with negative learning outcomes. in this regard, an experiment was conducted to see the effects of secondary task relevance and timing on learning from multimedia presentations. A total of 356 undergraduate students were assigned randomly to either a control condition or one of the multitasking conditions (i.e., relevant-sequential, relevant-concurrent, irrelevant-sequential, and irrelevant-concurrent). While the primary task involved watching a biology video on the life cycle of the malaria parasite, the secondary tasks involved either relevant or irrelevant chat questions, which were presented either concurrently or sequentially with the primary task. Computation span and topic interest were measured as potential covariates. The computation span correlated with the gain scores towards the post-test so it was considered as a covariate. ANCOVA results revealed significant differences across the groups. The students in the control group were more successful than those in the irrelevant-sequential, the irrelevant-concurrent, and the relevant-concurrent conditions. However, the difference between the control group and the relevant-sequential group was not significant. The findings are likely to guide further research on multitasking performance and interactive video design in online learning environments.en_US
dc.description.sponsorshipEge University Scientific Research Projects Coordination UnitEge University [17-EGF-001]en_US
dc.description.sponsorshipThis work was supported by the Ege University Scientific Research Projects Coordination Unit [grant number: 17-EGF-001].en_US
dc.identifier.doi10.1016/j.compedu.2020.104078
dc.identifier.issn0360-1315
dc.identifier.issn1873-782X
dc.identifier.issn0360-1315en_US
dc.identifier.issn1873-782Xen_US
dc.identifier.scopus2-s2.0-85097080602en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.urihttps://doi.org/10.1016/j.compedu.2020.104078
dc.identifier.urihttps://hdl.handle.net/11454/69722
dc.identifier.volume161en_US
dc.identifier.wosWOS:000600750200016en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherPergamon-Elsevier Science Ltden_US
dc.relation.ispartofComputers & Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectHuman-computer interfaceen_US
dc.subjectMedia in educationen_US
dc.subjectPedagogical issuesen_US
dc.subjectPost-secondary educationen_US
dc.titleTiming and relevance of secondary tasks impact multitasking performanceen_US
dc.typeArticleen_US

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