Does the Relationship Between Media Multitasking and Task-Unrelated Thoughts During University Lectures Vary as a Function of Device Usage Restriction?

Abstract

The present study aimed to examine whether the relationship between media multitasking and task-unrelated thoughts experienced during live lectures across various universities differs depending on the extent to which media device usage was restricted by instructors during the lecture. A total of 250 undergraduate students were asked to complete questionnaires regarding the degree to which they had engaged in media multitasking and experienced task-unrelated thoughts during their most recent lecture, as well as the extent to which media device usage had been restricted in that class. Correlational analyses revealed that the association between lecture-unrelated media multitasking and task-unrelated thoughts was weaker when the level of device usage restriction was high compared to when it was low. In contrast, no significant difference was found in the relationship between lecture-related media multitasking and task-unrelated thoughts depending on the level of device usage restriction. These findings are discussed in light of how various types of attentional disengagements experienced by contemporary university students during live lectures may be influenced by classroom policies regarding media device usage.