Gespeichert in:
| Hauptverfasser: | , , , |
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2026
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| Online-Zugang: | https://eric.ed.gov/?id=EJ1502205 |
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Inhaltsangabe:
- Media Multitasking and Academic Achievement among Different Educational Levels: A Scoping Review Mikael Lax Martina E. Mölsä Johan Korhonen Patrik Söderberg Academic Achievement Time Management Technology Uses in Education Educational Research Attention Control Student Behavior The development of technology has led to increasing capabilities of being distracted while studying and learning ( Rideout, V., Foehr, U., & Roberts, D. (2010). Generation M2: Media in the lives of 8- to 18-year-olds. Menlo Park, CA: Henry J. Kaiser Family Foundation. https://files.eric.ed.gov/fulltext/ED527859.pdf). This scoping review aimed to assess the extent of literature focusing on associations of media multitasking on academic achievement among different educational levels. Several studies (Junco in Comput Human Behav 28:2236-2243, 2012; Kokoç in Scand J Psychol 62:493-501, 2021;May and Elder in Int J Educ Technol High Educ 15:1-17, 2018;) suggested negative associations between media multitasking and academic achievement. Whether this has applied to all educational levels has remained unclear. To address this, and to extend a broader perspective of how the phenomenon has been investigated, this scoping review also addressed how media multitasking and academic achievement have been measured. Peer-reviewed published studies in English from EBSCO, Web of Science, ProQuest, Scopus and Wiley Online Library were used with search dates from 1.1.2010 to 31.12.2023. Data was extracted according to the JBI System for the Unified Management, Assessment, and Review of Information (JBI SUMARI). In total, 66 studies were eligible for inclusion, with 88 associations between media multitasking on academic achievement identified. Most studies are cross-sectional and are conducted among university students. Media multitasking is negatively associated with academic achievement, with most studies reporting small effect sizes. The gap in published research on media multitasking and academic achievement at younger educational levels than college or university students restricts knowledge about the phenomenon at these levels. This is important due to the need to develop strategies for learning environments that are less distracting and may enhance learning more effectively.