Multitasking impairs learning from multimedia across gifted and non-gifted students

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dc.authoridDonmez, Onur/0000-0001-5200-1468
dc.authoridSAK, Ugur/0000-0001-6312-5239
dc.authoridAkbulut, Yavuz/0000-0003-1457-8009
dc.contributor.authorMercimek, Baris
dc.contributor.authorAkbulut, Yavuz
dc.contributor.authorDonmez, Onur
dc.contributor.authorSak, Ugur
dc.date.accessioned2024-12-24T19:24:51Z
dc.date.available2024-12-24T19:24:51Z
dc.date.issued2020
dc.departmentSiirt Üniversitesi
dc.description.abstractMultitasking refers to the simultaneous execution of two or more tasks. Perceived multitasking superiority of the digital natives and gifted students in the popular education literature need to be investigated with robust studies. In this regard, the effect of different multitasking scenarios on multimedia learning was investigated with 93 gifted and 121 non-gifted middle school students. The respondents were assigned randomly to three different scenarios: Monotasking (i.e. watching an instructional video without interruption), concurrent multitasking (i.e. texting during an instructional video) and sequential multitasking (i.e. watching instructional and distractive videos successively). In addition to content learning, the students' scores on topic interest, daily multitasking habits, subjective cognitive load and working memory capacity were considered. Working memory capacity correlated positively with learning outcomes. After it was included as a covariate, the results of a two-way between-groups ANCOVA revealed that multitasking conditions interfered with learning. Gifted students were consistently more successful than non-gifted students, but suffered during concurrent multitasking. Therefore, organizing instructional interventions according to an empirically questionable multitasking superiority seems problematic.
dc.description.sponsorshipScientific and Technological Research Council of Turkey (TUBI-TAK) [117K133]
dc.description.sponsorshipThis study was funded by the Scientific and Technological Research Council of Turkey (TUBI-TAK, Grant Number: 117K133).
dc.identifier.doi10.1007/s11423-019-09717-9
dc.identifier.endpage1016
dc.identifier.issn1042-1629
dc.identifier.issn1556-6501
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85074581001
dc.identifier.scopusqualityQ1
dc.identifier.startpage995
dc.identifier.urihttps://doi.org/10.1007/s11423-019-09717-9
dc.identifier.urihttps://hdl.handle.net/20.500.12604/6151
dc.identifier.volume68
dc.identifier.wosWOS:000490216200001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEtr&D-Educational Technology Research and Development
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241222
dc.subjectMultitasking
dc.subjectWorking memory
dc.subjectAbility
dc.subjectSecondary school
dc.subjectMultimedia learning
dc.titleMultitasking impairs learning from multimedia across gifted and non-gifted students
dc.typeArticle

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