IN-CLASS MULTITASKING AND ACADEMIC PERFORMANCE

The omnipresence of student-owned information and communication technologies (ICTs) in today’s college classrooms presents educational opportunities but can also create learning problems. Specifically, multitasking with these technologies can interfere with the learning process. Students reported frequently text messaging during class but reported multitasking with other ICTs to a lesser extent. Furthermore, only social technologies (Facebook and text messaging) were negatively related to GPA.

IN-CLASS MULTITASKING AND ACADEMIC PERFORMANCE

THE EFFECT OF TWITTER ON COLLEGE STUDENT ENGAGEMENT AND GRADES

STUDENT CLASS STANDING, FACEBOOK USE, AND ACADEMIC PERFORMANCE

THE RELATIONSHIP BETWEEN FREQUENCY OF FACEBOOK USE, PARTICIPATION IN FACEBOOK ACTIVITIES, AND STUDENT ENGAGEMENT

STUDENT CLASS STANDING, FACEBOOK USE, AND ACADEMIC PERFORMANCE

Although some research has shown a negative relation between Facebook use and academic performance, more recent research suggests that this relation is likely mitigated by multitasking. Time spent on Facebook was significantly negatively predictive of GPA for freshmen but not for other students. Multitasking with Facebook was significantly negatively predictive of GPA for freshmen, sophomores, and juniors but not for seniors. The results are discussed in relation to freshmen transition tasks and ideas for future research are provided.

Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance

Time spent on Facebook was strongly and significantly negatively related to overall GPA, while only weakly related to time spent preparing for class. Furthermore, using Facebook for collecting and sharing information was positively predictive of the outcome variables while using Facebook for socializing was negatively predictive.