دانلود رایگان مقاله پیش بینی خطا در رسانه دانش آموزی چند وظیفه ای در طول انجام تکالیف درسی

Abstract

Media multitasking during homework completion has reached epidemic proportions in the modern educational environment. There is a crucial need to resolve the paradox of why students engage in these behaviors, even though they are linked to self-control and performance decrements. We evaluate the proposition that student media multitasking decisions are made in the context of inaccurate forecasts regarding the influence of these behaviors on affect, self-control, and performance. After providing forecasts to estimate the effects of media availability and media removal on these outcomes, sixty college students (N = 60) were randomly assigned to alternative media availability conditions as they completed an actual homework assignment during an in-lab session. Students predicted media use to result in lower negative affect and diminished self-control. The direction of these forecasts was accurate, with media availability resulting in decreased negative affect and diminished self-control during the homework session. Nevertheless, students exhibited moderate to large forecasting errors in predicting the magnitude of these effects. Although no evidence was attained to demonstrate forecasting errors when predicting homework performance, exploratory analyses suggested the presence of individual differences in the nature of these predictions, with 53.3% of participants predicting a performance decrement, 23.3% of participants predicting no difference, and 23.4% of participants predicting a performance gain under conditions of media availability. We discuss the implications of these findings for students and educators.

5. Conclusion

Educators and researchers have expressed a growing concern that media availability is seriously compromising learning and performance outcomes in contemporary academic environments (Fried, 2008; Hembrooke & Gay, 2003). We have demonstrated that students report differential forecasts for the effects of media availability and media removal on their negative affect and self-control, providing evidence for a novel explanation to resolve the paradox of why students engage in media multitasking despite the potential for diminished performance and self-control deficits. Although students correctly predicted media availability to result in lower NA and reduced self-control, they exhibited moderate to large forecasting errors in predicting the magnitude of these effects. It is our hope that the identification of these forecasting errors will serve as an impetus for future research to explore why students media multitask when completing homework.