With the technological advances, the use of digital devices, such as laptops, tablets, or smartphones in the educational setting has become prevalent among young people. Accordingly, there has been an increased concern among scholars on students’ in-class Internet use for personal purposes; namely, ‘cyberloafing’. Considerable research has demonstrated the adverse effects of in-class Internet use on students’ learning environment and academic performance. The present study particularly investigates the relationship between cyberloafing behaviors and positive and negative affect among university students. It examines five different online activities including sharing, shopping, real-time updating, accessing online content, and gaming/gambling separately to gain greater insight into students’ cyberloafing behaviors. The sample consisted of 267 undergraduate students who filled out questionnaires measuring cyberloafing behaviors, positive and negative affect, and demographical information including the use of the Internet and mobile technologies. The initial analyses showed that male students had higher scores in shopping, accessing online content, and gaming/gambling than females. The latent variable analysis revealed that among different activities of cyberloafing, accessing online content and gaming/gambling were positively correlated with positive affect, while sharing was positively associated with negative affect among students. The findings emphasize the importance of evaluating cyberloafing as a part of students’ psychological well-being rather than a variable merely related to academic achievement. The findings of the study also enlighten researchers and educators in developing appropriate policies and interventions to manage misuse of the Internet in class.

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Cyberloafing behaviors among university students: Their relationships with positive and negative affect

Understanding Student Simultaneous Smartphone Use in Learning Settings: A Conceptual Framework.

为了解学习情境下我国大学生媒体多任务行为现状、影响及其原因，本研究对32名大学生进行了半结构式访谈，结果发现：1) 学习情境下，84%的大学生会进行媒体多任务行为，特别是与学习无关的媒体多任务行为。2) 学习者报告媒体多任务行为会降低学习效率和质量，引发内疚和焦虑情绪；但也有学习者提出媒体多任务行为使人感到放松和愉悦，激励学习、重组思路。3) 影响大学生媒体多任务行为的因素包括个体特质、情绪状态、社交需要等个体因素和任务特征、媒体环境特点等外部因素。说明学习情境下大学生媒体多任务现象非常普遍，这种行为既有积极影响又有消极影响，而其影响因素也是多方面的。 To explore the features of media multitasking behaviors among Chinese college students and reveal its impacts and antecedents, thirty-two college students were interviewed by using semi- structured questionnaire. The results showed: 1) there were 84% college students engaging in media multitasking behaviors while learning, especially in non learning related media multitasking behaviors. 2) On the one hand, it impaired the efficiency and quality of learning, and induced learners’ guilt and anxiety; on the other hand, some learners felt relaxed and happy and their thoughts and learning became better. 3) Media multitasking behaviors were influenced by indi-vidual factors such as learner’s personality, mood state and social needs, and external factors, for example, task characteristics and environmental factors. These findings suggested that media multitasking behaviors were very popular among college students. Moreover, these behaviors had double edged impacts and were influenced by multiple factors.

/pdf/xue-xi-qing-jing-xia-da-xue-sheng-mei-ti-duo-ren-wu-xing-wei-3agjsyxfx6.pdf

学习情境下大学生媒体多任务行为的质性研究 A Qualitative Research on College Students’ Media Multitasking Behaviors

通过情境问卷探查了不同学习任务下学习者元认知对大学生媒体多任务行为的影响，有效被试842名，采用2 (任务难度：简单、困难) × 2 (元认知水平：高、低)混合设计。结果：任务难度与学习者元认知对于学习相关的媒体多任务行为没有显著影响，但对与学习无关的媒体多任务行为影响显著，元认知水平高的学生面对困难任务时会更少地进行与学习无关的媒体多任务行为。结论：学习者元认知在学习任务难度影响与学习无关的媒体多任务行为中起调节作用。 This study attempts to investigate the effect of learners’ metacognition on college students’ media multitasking behavior under different learning tasks. Method: Through the way of scenario questionnaire, 842 valid participants were investigated with 2 × 2 mixed design. It takes the learning task difficulty as random-groups variable, the level of the learners’ metacognition as within- groups variable, doing mixed analysis of variance. Results: Learning that task difficulty and learners’ metacognitive have no significant effect on learning related media multitasking behaviors, but they have significant effect on non-learning related multitasking behaviors; the learners with higher metacognition level tend to perform less non-learning related media multitasking behaviors in the face of difficult learning task. Conclusion: Learners’ metacognition plays a moderator role in the learning task difficulty and non-learning related media multitasking behavior.

学习任务、学习者元认知对大学生媒体多任务行为的影响 The Effects of Learning Task and Learners’ Metacognition on College Students’ Media Multitasking Behaviors

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学习情境下大学生媒体多任务行为的质性研究 A Qualitative Research on College Students’ Media Multitasking Behaviors

学习任务、学习者元认知对大学生媒体多任务行为的影响 The Effects of Learning Task and Learners’ Metacognition on College Students’ Media Multitasking Behaviors