Preference for multitasking, technological dependency, student metacognition, & pervasive technology use: An experimental intervention

作者：

Highlights：

• Self-report technology usage and multitasking measure that considers student metacognitive awareness.

• Quasi-experimental intervention testing commonly asserted awareness-based pedagogical response.

• Preference for multitasking not an informative motivator for exhibited multitasking behavior.

• Insightful qualitative analysis of student perceptions related to distraction, technology, and attention.

摘要

•Self-report technology usage and multitasking measure that considers student metacognitive awareness.•Quasi-experimental intervention testing commonly asserted awareness-based pedagogical response.•Preference for multitasking not an informative motivator for exhibited multitasking behavior.•Insightful qualitative analysis of student perceptions related to distraction, technology, and attention.

论文关键词：Multitasking,Attention,Metacognition,Anxiety,Attitude,Technology

论文评审过程：Received 15 April 2016, Revised 26 July 2016, Accepted 2 August 2016, Available online 30 August 2016, Version of Record 30 August 2016.

论文官网地址：https://doi.org/10.1016/j.chb.2016.08.009