A systematic review of media multitasking in educational contexts: trends, gaps, and antecedents

Yujie Zhou, Liping Deng

Research output: Contribution to journalArticlepeer-review

Abstract

With the ubiquitous presence of media devices, media multitasking has become prevalent in an educational context. Several authors have synthesized the literature on this topic, but no systematic review has been carried out so far. The present study fills this gap by examining the academic papers in the past decade to delineate the research trends, gaps, and directions for future research. Following the Standard Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), we analyzed 88 papers from various aspects including study focus, contexts, participants, and methods. Findings point to the necessity to focus on the reasons behind multitasking, include more K-12 learners, and adopt qualitative methodology. To support future work on the predictors of media multitasking, we propose a conceptual framework that includes nine variables in technology, personal, and environment domains.
Original languageEnglish
JournalInteractive Learning Environments
DOIs
Publication statusE-pub ahead of print - 15 Feb 2022

Scopus Subject Areas

  • Education
  • Computer Science Applications

User-Defined Keywords

  • Media multitasking
  • conceptual framework for antecedents
  • educational contexts
  • learners
  • systematic review

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