One of the main reasons this research was conducted was to understand how multitasking on your computer during class affects the student and his/her peers around them. This research is very topical, considering that technology is becoming extremely prevalent in our everyday tasks. The results of this study provided that multitasking does have consequences on the student and their peers (Sana. F., Weston, T., & Cepeda, N. J., 2013). To begin with, the study proved that learning and understanding declined when multitasking was introduced (Sana, et. al., 2013). Another thing Sana, Weston, and Cepeda (2013) found was that comprehending the material presented during lecture was also disrupted when students were sitting near another student who was multitasking.
Due to the nature of this study, two separate, different, experiments were done with two mutually exclusive groups of participants. These experiments were based off of two key hypotheses. The first being that these researchers wanted to replicate a previous study performed on this topic, but in a more controlled manner (Sana, et. al., 2013). The second hypothesis that these researchers desired to test was how the multitasking of a classmate would indirectly affect a student’s learning ability (Sana, et. al., 2013). In their studies the researchers used the manipulation of either using a laptop to strictly take notes or to use the laptop and complete tasks while taking notes as the independent variable. The dependent variable for this study was measuring the student’s comprehension of the lecture material presented.
For the first study, the researchers used forty-four students attending a university in Canada who were taking an introductory psychology course. To complete the second study, however, the researchers used students from the same university, but had not participated in the first experiment. In the first experiment, the researchers had students randomly assigned numbers, and asked them to sit in the seat with the corresponding number. Each seat had a set of directions and students were asked to follow the directions. Some students were told to simply take notes and pay attention to the lecture. Other students were asked to complete a series of tasks on their computer during the lecture, when they felt was the most appropriate time, in addition to taking notes during the class (Sana, et. al., 2013). In this experiment, the independent variable, whether students multitasked or not, was determined by randomly assigned students getting directions to either multitask or not. It is important to note that the researchers had an experimenter standing in the back of the room watching the participants to make sure they followed directions. The dependent variable, the comprehension of material, was measured after the lecture was finished in the form of an assessment (Sana, et. al., 2013).
The researchers then performed a second experiment with a different group of...