Perceived academic effects of instant messaging use

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 educati...

Full description

Saved in:
Bibliographic Details
Published in:Computers and education 2011-02, Vol.56 (2), p.370-378
Main Authors: Junco, Reynol, Cotten, Shelia R.
Format: Article
Language:English
Subjects:
Academic effects
College Students
Colleges
Computer Mediated Communication
Computer Use
Education
Higher education
ICT
Impairment
Influence of Technology
Instant messaging
Internet
Learning
Learning Processes
Multitasking
Outcomes of Education
Predictor Variables
Reporting
Student Behavior
Student Surveys
Students
Synchronous Communication
Time Management
World Wide Web
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:0360-1315
1873-782X
DOI:10.1016/j.compedu.2010.08.020