The effect of off-task technology in the classroom

Doha Ahmad Rokonuzzaman

University of Manitoba

ARTS 1110

Instructor: Dr. Honeyford

TA: Ally Arthurs

08 February, 2024

Word Count: 1208 (Approximately)

Essay Number: Essay 1 (1200-word version)

 The effect of off-task technology in the classroom

In this modern era technology changed the world better than ever. From home to space technology

is necessary for every way we could have ever imagined. One of the greatest inventions of modern

science is the computer, which is a powerful tool that can be accomplished from taking notes to

completing difficult tasks, solving complex equations, and even running power AI technology.

Using technology in the classroom has become very popular in the twenty-first century. It's almost

necessary in many aspects and changing the traditional way of learning. This has some negative

impacts and I think university students voluntarily choose to avoid all off-task technology use

during university lectures and labs because off-task technology causes distraction, potentially

decreasing in-class learning.

Using cellphones unrestrainedly can be crucial for learning and keeping our minds focused during

classroom lectures. Nowadays almost every student owns a smartphone and uses it for their daily

needs. According to Pew Research Center, In America, about 72% of people and worldwide about

43% of people are using smartphones (Poushter, 2016, as cited in S. Mendoza, 2018). Smartphones

can be helpful in many ways but in the classroom environment, which can heavily impact learning

capabilities and encoding pieces of information in our memory. Using social media and text

messages can be crucial during classroom lectures and cause distractions to the user and others

who are sitting next to them. Many students tend to multitask during classroom lectures by doing

class work and replying to text messages at the same time but it is almost impossible to encode

every information in the brain at the same time. The amount of information that a person can

process at a time is limited. (Broadbent, 1958,1971; Cowan, 2012, as cited in S. Mendoza, 2018).

Some researchers investigate how students who use laptops in the classroom have a significant
effect on their neighbors by doing various experiments to find out the effect of multitasking and

laptop usage in a classroom. In one experiment, some participants attended a class lecture and were

instructed to bring their own laptop devices to take class notes, at the same time half of the

participants were instructed to do multitask by taking notes and performing off-tasks on their

laptop devices. To mimic students using laptops in an actual classroom student have been given

this secondary task. All the participants then sit for a test to determine the information's retention.

In agreement with other research on multitasking in various contexts (Ophir, Nass, & Wagner,

2009; Rubinstein et al., 2001, as cited in C.G. Hall, 2020), the researchers discovered that

participants who did multitask scored notably lower on the test compared to those who were not

multitasking. Studies from simulated lectures have shown how texting during lectures affects note-

talking during lectures. Using a smartphone for replying to social media or other purposes may

shatter class attention. Also, research has shown that when attention is applied in difficult and

complex environments can be diminished when we are shifting from one activity to another. When

switching from using a cellphone to a cognitively demanding activity, such as driving, to regain

focus again there is a 3.8-second delay (Thapa, Codjoe, Ishak, & McCarter, 2015, as cited in S.

Mendoza, 2018). Also, students have to sustain attention in the classroom for a long period which

is important to understand difficult topics and get a clear idea about the topics that have been

delivered to the classroom. It is quite hard to be attentive during long lectures and get all the ideas

encoded in our brains. Ringtones from smartphones can be disturbing and cause a dynamic change

in attention. There is a study has shown, during a test there was a group of people scored lower on

the test because of hearing ringtones compared to the ones who were not disrupted by a ringtone

from a cellphone (End, Worthman, Mathews, & Wetterau, 2010; Shelton, Elliot, Eaves, & Exner,

2009, as cited in S. Mendoza, 2018). Younger people have anxiety about not reaching out to their
cellphones for a long time, which can cause multiple attempts to operate cellphones during

classroom lectures. Several students have claimed that they become anxious when they cannot use

their cellphones and it is interesting to keep in mind that this anxiety typically shows up within ten

minutes (Cheever et al., 2014, as cited in S. Mendoza, 2018). So, it is clear that student will try

their best to use their cellphones after a period of time during classroom lectures and labs which

can harm their learning capabilities and efficiencies. Another popular technology used by many

other students is laptop computers because of their efficiency and typing capabilities than the

traditional longhand notetaking practice. But it also has some bad impacts on classroom

environments. Often students can be found doing off-task activities on their laptops while taking

lecture notes which is commonly known as digital distraction (McCoy 2013, 2016, as cited in E.

Flanigan,2020). Also, according to a self-report study, almost 60% of total laptop users waste

about 40% of class time using their devices for off-task purposes (Ragan et al. 2014, as cited in E.

Flanigan,2020). Talking notes during lectures is one of the most key elements for encoding

information in our memory also it helps a lot with academic success. Students who take notes

during lectures and review the lecture notes tend to do better score on exams and quizzes than

those students who do not take notes during lectures (Armbruster 2000; Kiewra 1985; Knight and

McKelvie 1986; Kobayashi 2005, as cited in E. Flanigan,2020). Some of the students nowadays

are most likely to take notes on their laptop devices, which seems more efficient and faster than

traditional longhand note-taking systems. Note-takers who use laptops have more dominance over

note-takers who use the longhand method regarding the volume of words and fulfilled text-based

lecture ideas in their lecture notes (Bui et al. 2012; Luo et al. 2018; Morehead et al. 2019a; Mueller

and Oppenheimer 2014, as cited in E. Flanigan,2020). But at the same time, these students can get

distracted while taking notes on those devices by doing off-task activities which hamper their note-
talking than those people who do not get distracted by off-task activities. According to a survey,

roughly half of all college students prefer typing notes over handwriting their notes (Morehead et

al. 2019b; Ragan et al. 2014, as cited in E. Flanigan,2020). In addition, using the help of tracking

software has unveiled that about 40-60% of class periods get wasted while doing off-task activities

on laptops by their users (Ravizza et al. 2017 as cited in E. Flanigan,2020). This proves a lot about

why laptop causes digital destruction and have a significant effect on note-taking. Laptop users

not only harm their in-class performance but also, unintentionally harm their neighbors in class

attentions. Research also shows that those who use laptops in the classroom often cause a

distraction for others, as reported by students. (Fried, 2008, as cited in C.G. Hall, 2020). It is more

likely student will get out of their focus if they witness something interesting on their neighbor’s

laptop screen and also the sound from typing by others can be very disturbing. It has been reported

that students’ attention is taken away from their instructor due to the colorful visual display and

moving objects on another student's laptop screen, also when someone typing on their laptop

students around them might find it irritating because of typing sounds (McCreary, 2009, as cited

in C.G. Hall, 2020). While numerous instructors and researchers acknowledge that using

technology in the classroom can improve student involvement (Debevec, Shih, & Kashyap, 2006;

Driver, 2002; Finn & Inman, 2004; Hall & Elliott, 2003; Hyden, 2005; Lindorth & Bergquist,

2010; McVay, Snyder, & Graetz, 2005; Weaver & Nilson, 2005, as cited in C.G. Hall, 2020), at

the same time numerous proof has demonstrated that laptops can potentially provide disruptions

for students and reduce their learning capabilities in class (Barak, Lipson, & Lerman, 2006;

Bugeja, 2007; Driver, 2002; Finn & Inman, 2004; Hembrooke & Gay, 2003; Kraushaar & Novak,

2010; Sana, Weston, & Cepeda, 2013; Wood et al., 2012; Wurst, Smarkola, & Gaffney, 2008, as

cited in C.G. Hall, 2020).

In conclusion, using technology has changed the way of learning and the overall education system.

Simultaneously using cellphones and laptops in classroom lectures can distract student, hinder

their learning capabilities, and disrupt the overall learning environment. So, it is high time that

university students voluntarily choose to avoid all kinds of off-task technology such as cellphones

and laptops during classroom lectures and labs. Which can significantly enhance the classroom's

overall learning environment and make students more engaging in the classroom in a manner way.

References

Mendoza, J. S., Pody, B. C., Lee, S., Kim, M., & McDonough, I. M. (2018). The effect of

cellphones on attention and learning: The influences of time, distraction, and nomophobia.

Computers in Human Behavior, 86, 52-60. https://doi-

org.uml.idm.oclc.org/10.1016/j.chb.2018.04.027

Flanigan, A. E., & Titsworth, S. (2020). The impact of digital distraction on lecture notes taking

and student learning. Instructional Science, 48, 495-524. https://doi.org/10.1007/s11251-020-

09517-2

Hall, A. C. G., Lineweaver, T. T., Hogan, E., & O'Brien, S. W. (2020). On or off task: The

negative influence of laptops on neighboring students’ learning depends on how they are used.

Computers & Education, 153, Article 103901. https://doi-

org.uml.idm.oclc.org/10.1016/j.compedu.2020.103901