Presentation Type

Paper

Abstract

Text messaging is a popular mode of communication for current college students, which is a concern due to its association with decreasing academic performance in a classroom environment. This study examined the effects of texting engagement level on learning. Embry-Riddle Aeronautical University students (n=74) were shown four, one-minute lecture videos and given a quiz after each video regarding the content, which tested recall accuracy. The participants were randomly assigned to three testing engagement conditions: No texting, Low Engagement texting, and High Engagement texting. By varying the type of responses to be generated and texted, we evaluated whether the higher engagement texting while watching educational videos would decrease participants’ recall relative to no texting and lower-engagement texting. Based on previous research, we hypothesized that the higher engagement texting while watching videos would decrease participants’ recall relative to no texting and lower-engagement texting. A significant effect was found between the No texting and Engagement texting conditions; however, the difference in recall between the low and high engagement conditions are not significant. Our results suggest that when people text while trying to pay attention to a secondary task in a classroom, learning is hindered. Further, learning is hindered by low as well as high engagement texting. Based on our study, future research on implications are warranted to better confirm and understand our findings.

Share

COinS
 

Effects of Various Texting Engagement Levels on Recall

Text messaging is a popular mode of communication for current college students, which is a concern due to its association with decreasing academic performance in a classroom environment. This study examined the effects of texting engagement level on learning. Embry-Riddle Aeronautical University students (n=74) were shown four, one-minute lecture videos and given a quiz after each video regarding the content, which tested recall accuracy. The participants were randomly assigned to three testing engagement conditions: No texting, Low Engagement texting, and High Engagement texting. By varying the type of responses to be generated and texted, we evaluated whether the higher engagement texting while watching educational videos would decrease participants’ recall relative to no texting and lower-engagement texting. Based on previous research, we hypothesized that the higher engagement texting while watching videos would decrease participants’ recall relative to no texting and lower-engagement texting. A significant effect was found between the No texting and Engagement texting conditions; however, the difference in recall between the low and high engagement conditions are not significant. Our results suggest that when people text while trying to pay attention to a secondary task in a classroom, learning is hindered. Further, learning is hindered by low as well as high engagement texting. Based on our study, future research on implications are warranted to better confirm and understand our findings.

 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.