Multitasking Myth Classroom Activity
Teaching Students the Difficulties With Divided Attention
Nov 7, 2009
Talking on the phone while instant messaging or texting, checking email, and watching a video are all common activities for students while they do their homework. There is a belief that multitasking gets more done, but research is showing that this is a myth. Students can experience this in the classroom with a simple activity.
Preparing for the Multitasking Lesson
The primary focus of the activity should be for students to be in a controlled study situation while surrounded by distractions. Find an age and subject appropriate assignment for them to do, such as reading a current event article or memorizing a short poem. Arrange for distractions in the room, such as playing part of a movie, allowing personal media devices and permitting cell phone use within the classroom. If computers are available students could also have access to their email, online games, or instant messaging.
The more distractions available to students during the activity, the more realistic the outcomes. This also makes it likely students will make the connection to their own study behavior.
Classroom Multitasking Activity
Students should be allowed to choose which pre-arranged activities they want to do while also doing the assignment. They should be encouraged to do what they usually do when studying, even if that means they will need a distraction free area. Then, provide a specified amount of time to complete the assignment.
At the end of the study time, have students turn off any devices in use. Provide a short assessment to see how they did, such as a quiz for a reading assignment or to write the memorized poem. Have students then analyze the class's assessment scores based on how many distractions each student used, or whether they were multitasking or in a quiet area.
Discussion After the Activity
After analyzing the results, encourage a class discussion about multitasking. Encourage students to explore ideas such as whether students who usually do better in school multitask when studying, if students were surprised by the results, and if they think there would be a different result if the distractions were removed.
As an extension to the lesson, have students try the assignment again without the distractions. This can be with the original piece or an alternative. After the same amount of time as the first, repeat the analysis and discussion and have students compare the results.
Telling students that multitasking doesn't work when studying is not as effective as having them experience the results in a controlled situation. Providing a classroom activity that involves the distractions they use when doing homework helps make it more relevant, causing students to think about whether multitasking really helps them get more done.
Reference: Gorlik, Adam. “Media multitaskers pay mental price, Stanford study shows.” Stanford Review, August 24, 2009.
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