Laptop Multitasking in Class Harms Learning for All Students
This paper reviews a study by Sana, Weston, and Cepeda (2013) examining the effects of laptop multitasking on learning in higher education classrooms. The study tested two hypotheses: first, that students who multitask on laptops during lectures will score lower on comprehension tests than those who do not; and second, that students seated near visible multitaskers will also experience reduced comprehension. Both hypotheses were supported. The paper situates the study within broader research on cognitive resource limitations, the role of sensory modality in divided attention, and the mixed empirical record on technology use in classrooms. The findings carry direct implications for academic policies governing laptop use during instruction.
- Introduction: Multitasking in Modern Life: Multitasking as a pervasive modern norm
- Cognitive Demands of Multitasking: Cognitive resource limits and attention degradation
- Technology in the Classroom: Mixed effects of classroom technology use
- Study Design and Hypotheses: Experimental groups, variables, and two hypotheses
- Findings and Implications: Both hypotheses confirmed; policy implications noted
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What makes this paper effective
- The paper clearly situates the reviewed study within a real-world context — the prevalence of multitasking in modern life — before narrowing to the specific academic setting, giving the analysis immediate relevance.
- It accurately identifies and distinguishes the independent variable (laptop use) from the dependent variable (comprehension), demonstrating sound understanding of experimental design.
- The paper honestly acknowledges the mixed empirical record on classroom technology, adding nuance rather than presenting a one-sided argument.
Key academic technique demonstrated
The paper uses direct quotation strategically to anchor its summary in the source text, then paraphrases and extends the argument in the student's own words. This combination — quote, then interpret — is a reliable technique for article reviews at the undergraduate level and shows the writer engaging with the material rather than merely restating it.
Structure breakdown
The paper opens by contextualizing multitasking as a social norm, then introduces cognitive resource theory to explain why multitasking is problematic. It transitions into the classroom setting and the role of technology before describing the study's experimental design and both hypotheses. It closes by confirming that both hypotheses were supported and noting the practical implications for classroom laptop policies. This funnel structure — broad context narrowing to specific findings — is well-suited to article review assignments.
Introduction: Multitasking in Modern Life
This article review examines insights into some of the challenges faced in modern society. Our lives are generally busier than those of any previous generation, and to meet the demands of the information age, most people multitask regularly in an effort to keep pace. In fact, multitasking has become the norm for most individuals and is largely taken for granted. The study analyzed here addresses that issue by examining how multitasking can affect not only the individual involved, but also those in close proximity to the multitasker in a learning environment.
Cognitive Demands of Multitasking
As the authors observe, "Multitasking is ingrained in our daily lives. As you read this article, you may also be attending to a text message, sipping coffee, or writing out a list of to-dos. Such a lifestyle is intended to increase efficiency; however, there are limitations to how well multiple tasks can be carried out concurrently … Multitasking places considerable demands on cognitive resources, which, in turn, degrades overall performance, as well as performance on each task in isolation" (Sana, Weston, & Cepeda, 2013).
To test these assumptions, the researchers created a study focused on students in higher education. The literature review conducted alludes to many other research projects examining the limited attentional resources available to individuals. Intuitively, this is common sense; however, upholding the rigors of the scientific method requires that such assumptions be properly tested. Furthermore, there are different aspects of attention that must also be considered. For example, if a task or set of tasks requires an individual's attention along the same sensory modality, attention and reaction time can be greatly diminished.
Technology in the Classroom
In a classroom environment, and among a population dedicated to pursuing higher education, the effects of multitasking can be especially significant. The introduction of technology in the classroom has produced mixed theoretical and empirical findings. On one hand, technology can be a useful tool for activities such as taking notes or accessing supplemental resources. On the other hand, if technology is not used in alignment with specific academic outcomes, it can represent a distraction and prove counterproductive to the student's educational goals. Research on educational technology continues to grapple with this tension between potential benefit and potential harm.
To examine the role of multitasking and technology in the classroom, the researchers devised a study consisting of a student sample that was either permitted to multitask on a laptop computer during class or restricted to pencils and paper.
References
Sana, F., Weston, T., & Cepeda, N. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 24–31.
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