AbstractMedia multitasking, using two or more medias concurrently, prevails amongadolescents and emerging adults. The inherent mental habits of mediamultitasking—dividing attention, switching attention, and maintaining multiple trainsof thought— have significant implications and consequences for students’ academicperformance. The goal of this review is to synthesize research on the impacts ofmedia multitasking on academic performance. The research indicates that mediamultitasking interferes with attention and working memory, negatively affecting GPA,test performance, recall, reading comprehension, note-taking, self-regulation, andefficiency. These effects have been demonstrated during in- class activities (largelylectures) and while students are studying. In addition, students struggle to accuratelyassess the impact media multitasking will have on their academic performance.Further research should attend to understanding effects of media multitasking inmore diverse instructional contexts and for varied academic tasks. Fostering students’self-regulation around media multitasking is a promising area for future effortstowards improving academic performance of college students.Keywords: Media multitasking, Cognition, Academic performance, MultitaskingIntroductionAccording to the Kaiser Family Foundation (2010), media use is the dominant way ado-lescents and young adults spend their time, averaging more than 7.5 h of use daily—al-most the equivalent in length of a full work day (Roberts, Foehr, & Rideout, 2010).Students increase media absorption by using two or more mediums simultaneously viamedia multitasking, experiencing 10 h and 45 min of media content within their daily7.5 h. This behavior carries into college, where media use is largely unregulated. Hwang,Kim, and Jeong (2014) found that 90% of university students multitask when using media,and that more than half of time spent on media involves multitasking. Junco (2012) foundthat 69% of students reported text messaging during class, 28% reported using Facebookand email in class, with 21% using the mediums for off-task purposes. An examination of3372 self-directed computer sessions by 1249 students via time logs revealed that 99% ofsessions involved some multitasking (Judd, 2014).College students commonly but erroneously report that multitasking increases prod-uctivity (Lin, Cockerham, Chang, & Natividad, 2015). Other students multitask on a

t is really easy for me to multitask, just not during class assignments or studying. When I'm doing everyday activities like cooking or cleaning, even reading and watching television while I also play a game on my phone. It doesn't require my thought process because it was already a part of my daily routine. Me going back to school is a huge step for me and the internet can be information overload, which decreases my ability to focus. That is also why I decided to pursue a specialty in computers. The chapter also highlighted that multitasking can lead to a decrease in the retention of information. This is particularly important in the context of studying or reading, where the primary goal is to absorb and retain information. Additionally, taking breaks between tasks can help to reset the brain and prepare it for the next task, further improving efficiency and productivity. In conclusion, understanding the limitations of multitasking can greatly improve study and reading habits. ReplyReply to CommentCollapse SubdiscussionMichael LowryMichael LowryYesterdayJan 11 at 4:50pmManage Discussion EntryHello Charlyarta,You discuss several examples of multitasking as the subject relates to your life.  You discuss information from chapter 2 - good job.   To add,  taking breaks can be a wonderful strategy as long as learners remember to resume focus on the task at hand.   How much time will you need each day to be successful in this class?

What term describes simultaneously consuming many different kinds of media?Multiple Choicemedia multitaskingconcentration of mediaconvergence of mediamedia conglomeration

In your discussion post, talk about what you learned from Chapter 2 about multitasking. How can you use that knowledge to improve your study habits or reading behavior?

Understanding the extent to which teachers use educational media in multi-grade classrooms has significant implications for both educators and policymakers. By identifying the common practices and challenges associated with the integration of educational media, this research can inform the development of targeted professional development programs and resources to support teachers in effectively utilizing educational media in multi-grade settings. Additionally, the findings can contribute to the enhancement of teaching and learning experiences in multi-grade classrooms, ultimately benefiting the academic achievement and overall well-being of students.

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