This study measured the effect of using an electronic
device for a non-academic purpose during class on subsequent exam performance. It
was found that dividing attention between an electronic device and the
classroom lecture did not reduce comprehension of the lecture,
as measured by within-class quiz questions. Instead, divided attention reduced
long-term retention of the classroom lecture, which impaired
subsequent unit exam and final exam performance. Students self-reported whether
they had used an electronic device in each class. Exam performance was
significantly worse than the no-device control condition both for students who
did and did not use electronic devices during that class.
Glass, A. L., & Kang, M. (2018). Dividing attention in the classroom
reduces exam performance. Educational
Psychology. https://dx.doi.org/10.1080/01443410.2018.1489046
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