Academic literature on the topic 'Multitasking information behaviour'
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Journal articles on the topic "Multitasking information behaviour"
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Kuźmicka, Kamala. "Multitasking medialny." Refleksje. Pismo naukowe studentów i doktorantów WNPiD UAM, no. 2 (October 31, 2018): 35–44. http://dx.doi.org/10.14746/r.2010.2.03.
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Media multitasking, defined as audience behaviour when a person is using two or more media sources simultaneously, is a new phenomenon. Now, only 19% of young people are not multitasking. The way information from multiple media streams is processed is different from the normal information processing means. User’s attention is divided between tasks which makes processing of information shallow. The extent of users exposure to each media source creates problems for media research and advertisers as assessing of the exposure level of is very complicated. However, there has been very little research conducted to give a better understanding users’ interaction with each media source. Further research will identify the benefits of multitasking and allow advertisers to target users effectively.
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Spink, Amanda, Frances Alvarado-Albertorio, Bhuva Narayan, Jean Brumfield, and Minsoo Park. "Multitasking information behaviour in public libraries. A survey study." Journal of Librarianship and Information Science 39, no. 3 (September 2007): 177–86. http://dx.doi.org/10.1177/0961000607080420.
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Limniou, Maria. "The Effect of Digital Device Usage on Student Academic Performance: A Case Study." Education Sciences 11, no. 3 (March 12, 2021): 121. http://dx.doi.org/10.3390/educsci11030121.
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The aim of this investigation was to explore student behaviour when students brought their own digital devices into a lecture theatre. A total of 361 undergraduate psychology students from the University of Liverpool who used at least one digital device during lecture time fully completed an online questionnaire (159 first-, 124 second- and 78 third-year psychology students) during the 2018–2019 academic year. Although all the three years of undergraduate students brought laptops and/or smartphones into a lecture theatre, there was no significant difference in academic performance over the years of studies. The findings have linked student multitasking processes in a lecture theatre to Social Cognitive Theory principles (reciprocal interactions between behaviours, learning environment, and individuals). There was a significant difference between the three years regarding the use of applications and student characteristics after controlling for the different types of devices. Students who used only one application during lecture time were more likely to achieve higher academic performance as they were less distracted from their primary tasks of processing and retaining information. Overall, this investigation concluded the importance of reconsidering the teaching delivery process so as to avoid students’ escapism using devices during lecture theatres due to their engagement level and lecture norm pressures.
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Daniel, Dominique. "Ethnographic Study at a Music Library Found Students Prefer Short Stopovers and Longer Solitary Study." Evidence Based Library and Information Practice 9, no. 1 (March 5, 2014): 45. http://dx.doi.org/10.18438/b8js5j.
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Objective – To identify patterns of patron behaviour in the library in order to improve space utilization.
Design – Ethnographic data-gathering, including observations and a qualitative survey.
Setting – Music library of a large public university.
Subjects – Library patrons, primarily music students but also music faculty, other students and faculty, and regional music professionals and amateurs.
Methods – In the exploratory phase, complete (i.e., incognito) participant observers recorded patron characteristics and behaviours in four zones of the library (the technology lab, the stacks, the reference area, and study carrels). They conducted a series of five-minute-long visual sweeps of these zones at five-minute intervals. Observers were not given any checklist, but were told to record anything they saw regarding the personal characteristics, behaviours, and activities of patrons. The data collected resulted in what the investigators called “flip books” (a series of images recorded in close succession, which, when flipped, could give the illusion of movement). The data was analyzed using the grounded theory approach, a qualitative method to identify recurring themes on space use. A statistical analysis based on these themes was then conducted. In the second, explanatory phase, observers conducted new “sweeps,” or observations of the same library zones, this time using checklists to indicate the occurrence of specific activities identified in the first phase (solo vs. group activity, social interaction vs. study discussion, and use of technology). In addition, observers recorded patron entry and exit on “time cards,” and had all exiting patrons answer five brief questions about the types and volume of activities they had conducted in the various zones of the library.
Main Results – The vast majority of the patrons were students. Most (at least three-quarters) engaged in solitary activity, and a large majority used electronic technology. According to data from the flip books, 44% engaged in multitasking, which was therefore significant but not preferred. It was more likely to occur when electronic technology was involved. Patrons were most likely to be present in the library for less than 5 minutes or more than 20 minutes. Patrons who stayed in the library for only a short time were more likely to engage in leisure activities than those who stayed longer, but leisure activities overall were as prevalent as study time. The technology lab and the reference area were the most popular zones. Users stayed in the technology lab and stacks for short times only, whereas the reference area and carrels were favored for long visits. Users engaged in multitasking mostly in the carrels and reference area.
Conclusion – The patrons’ preference for solitary study is at odds with academic libraries’ current interest in collaborative learning spaces, but can be explained by the specific nature of music studies (artistic creation is a solitary activity), and is in line with previous ethnographic studies of public libraries. Music students presumably use the technology labs for short visits between classes. They favor the study carrels for longer stays where they can multitask, using their own laptops and iPods. These findings can be used to help redesign the library. Design recommendations include placing the technology lab by the entrance to enable quick coming and going, increasing the number of carrels, placing them in quiet parts of the library, and equipping them with electrical outlets.
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Spink, Amanda, Charles Cole, and Mary Waller. "Multitasking behavior." Annual Review of Information Science and Technology 42, no. 1 (November 5, 2009): 93–118. http://dx.doi.org/10.1002/aris.2008.1440420110.
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Khan, Shahid Kalim, and Li Guoxin. "Adoption of Multi-screen Multitasking in Young Generation of China." International Journal of Technology and Human Interaction 16, no. 1 (January 2020): 1–17. http://dx.doi.org/10.4018/ijthi.2020010101.
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Presently, people are increasingly becoming screen jugglers and frequently involving multitasking through multiple screens. The current study is focused on explaining multi-screen multitasking behavior of the younger generation in China. People like to self-regulate their routine behaviors to be productive and organized. Recent research in social psychology suggests that self-regulation occurs both deliberately and intuitively. This dual system approach of self-regulation promotes the idea that both reflective and impulsive forces are involved in determining human behavior. Owing to this conception, the present research opted for a dual system approach of self-regulation as the theoretical basis. Empirical data has been collected from university students in China and a total of 345 responses have been used for the analysis which has been performed through structural equation modeling in SmartPLS 3.0. The results indicate that the factors of both deliberative and automatic self-regulation are effective in determining multi-screen multitasking behavior.
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Chen, Xingyu, Yitong Wang, Da Tao, Ling Jiang, and Shaobo Li. "Antecedents of smartphone multitasking: roles of demographics, personalities and motivations." Internet Research 31, no. 4 (January 15, 2021): 1405–43. http://dx.doi.org/10.1108/intr-09-2019-0388.
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PurposeSmartphone multitasking behavior has become prevalent in our daily lives, yet factors influencing smartphone multitasking behavior have not been fully investigated. This study aimed to examine the roles of a set of demographic, personality and motivational factors on smartphone multitasking behavior, and how these factors were related to general and application-specific types of smartphone multitasking behavior.Design/methodology/approachA cross-sectional study was conducted in which 2,659 smartphone users were invited to complete an online survey on smartphone multitasking behavior. Hierarchical multiple regression analyses were used to examine the roles of demographic, personality and motivational factors on smartphone multitasking behavior.FindingsThe results showed that, in general, demographic factors, such as gender, age, occupation status, education and smartphone usage time significantly predicted smartphone multitasking behavior. People characterized by agreeableness, extraversion, neuroticism and openness to experience were more likely to multitask with smartphones. Information seeking, efficiency and habit motivations were identified as major motivational factors for smartphone multitasking behavior. The roles of demographic, personality and motivational factors differed much across varied types of application-specific smartphone multitasking behavior.Originality/valueThis study extends and advances the literature on media multitasking, smartphone multitasking in particular, by identifying a set of demographic, personality and motivational factors as antecedents of smartphone multitasking behavior. In addition, this study revealed the differentiated roles of the above-mentioned factors across varied types of smartphone application usages. The findings provide important implications for practitioners to tailor smartphone applications and services to different target smartphone users and use situations.
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Spink, Amanda. "Multitasking information behavior and information task switching: an exploratory study." Journal of Documentation 60, no. 4 (August 2004): 336–51. http://dx.doi.org/10.1108/00220410410548126.
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Yeliz Eseryel, U., Dan Jiang, and Deniz Eseryel. "New Findings on Student Multitasking with Mobile Devices and Student Success." Journal of Information Technology Education: Innovations in Practice 20 (2021): 021–35. http://dx.doi.org/10.28945/4723.
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Aim/Purpose: This paper investigates the influence of university student multitasking on their learning success, defined as students’ learning satisfaction and performance. Background: Most research on student multitasking finds student multitasking problematic. However, this research is generally from 2010. Yet, today’s students are known to be digital natives and they have a different, more positive, relationship with mobile technologies. Based on the old findings, most instructors ban mobile technology use during instruction, and design their online courses without regard for the mobile technology use that happens regardless of their ban. This study investigates whether today’s instructors and learning management system interface designers should take into account multitasking with mobile technologies. Methodology: A quasi-experimental design was used in this study. Data were collected from 117 students across two sections of an introductory Management Information Systems class taught by the first author. We took multiple approaches and steps to control for confounding factors and to increase the internal validity of the study. We used a control group as a comparison group, we used a pre-test, we controlled for selection bias, and we tested for demographic differences between groups. Contribution: With this paper, we explicated the relationship between multitasking and learning success. We defined learning success as learning performance and learning satisfaction. Contrary to the literature, we found that multitasking involving IT texting does not decrease students’ learning performance. An explanation of this change is the change in the student population, and the digital nativeness between 2010s and 2020 and beyond. Findings: Our study showed that multitasking involving IT texting does not decrease students’ performance in class compared to not multitasking. Secondly, our study showed that, overall, multitasking reduced the students’ learning satisfaction despite the literature suggesting otherwise. We found that attitude towards multitasking moderated the relationship between multitasking and learning satisfaction as follows. Individuals who had a positive attitude towards multitasking had high learning satisfaction with multitasking. However, individuals who had positive attitude toward multitasking did not necessarily have higher learning performance. Recommendations for Practitioners: We would recommend both instructors and the designers of learning management systems to take mobile multitasking into consideration while designing courses and course interfaces, rather than banning multitasking, and assuming that the students do not do it. Furthermore, we recommend including multitasking into relevant courses such as Management Information Systems courses to make students aware of their own multitasking behavior and their results. Recommendation for Researchers: We recommend that future studies investigate multitasking with different instruction methods, especially studies that make students aware of their multitasking behavior and its outcomes will be useful for next generations. Impact on Society: This paper investigates the role of mobile multitasking on learning performance. Since mobile technologies are ubiquitous and their use in multitasking is common, their use in multitasking affects societal performance. Future Research: Studies that replicate our research with larger and more diverse samples are needed. Future research could explore research-based experiential teaching methods, similar to this study.
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Garner, K. G., and Paul E. Dux. "Training conquers multitasking costs by dividing task representations in the frontoparietal-subcortical system." Proceedings of the National Academy of Sciences 112, no. 46 (October 12, 2015): 14372–77. http://dx.doi.org/10.1073/pnas.1511423112.
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Negotiating the information-rich sensory world often requires the concurrent management of multiple tasks. Despite this requirement, humans are thought to be poor at multitasking because of the processing limitations of frontoparietal and subcortical (FP-SC) brain regions. Although training is known to improve multitasking performance, it is unknown how the FP-SC system functionally changes to support improved multitasking. To address this question, we characterized the FP-SC changes that predict training outcomes using an individual differences approach. Participants (n = 100) performed single and multiple tasks in pre- and posttraining magnetic resonance imaging (fMRI) sessions interspersed by either a multitasking or an active-control training regimen. Multivoxel pattern analyses (MVPA) revealed that training induced multitasking improvements were predicted by divergence in the FP-SC blood oxygen level-dependent (BOLD) response patterns to the trained tasks. Importantly, this finding was only observed for participants who completed training on the component (single) tasks and their combination (multitask) and not for the control group. Therefore, the FP-SC system supports multitasking behavior by segregating constituent task representations.
Dissertations / Theses on the topic "Multitasking information behaviour"
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Alexopoulou, Peggy (Pagona). "A new integrated model for multitasking during web searching." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/20320.
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Investigating multitasking information behaviour, particularly while using the web, has become an increasingly important research area. People s reliance on the web to seek and find information has encouraged a number of researchers to investigate the characteristics of information seeking behaviour and the web seeking strategies used. The current research set out to explore multitasking information behaviour while using the web in relation to people s personal characteristics, working memory, and flow (a state where people feel in control and immersed in the task). Also investigated were the effects of pre-determined knowledge about search tasks and the artefact characteristics. In addition, the study also investigated cognitive states (interactions between the user and the system) and cognitive coordination shifts (the way people change their actions to search effectively) while multitasking on the web. The research was exploratory using a mixed method approach. Thirty University students participated; 10 psychologists, 10 accountants and 10 mechanical engineers. The data collection tools used were: pre and post questionnaires, pre-interviews, a working memory test, a flow state scale test, audio-visual data, web search logs, think aloud data, observation, and the critical decision method. Based on the working memory test, the participants were divided into two groups, those with high scores and those with lower scores. Similarly, participants were divided into two groups based on their flow state scale tests. All participants searched information on the web for four topics: two for which they had prior knowledge and two more without prior knowledge. The results revealed that working memory capacity affects multitasking information behaviour during web searching. For example, the participants in the high working memory group and high flow group had a significantly greater number of cognitive coordination and state shifts than the low working memory group and low flow group. Further, the perception of task complexity was related to working memory capacity; those with low memory capacity thought task complexity increased towards the end of tasks for which they had no prior knowledge compared to tasks for which they had prior knowledge. The results also showed that all participants, regardless of their working memory capacity and flow level, had the same the first frequent cognitive coordination and cognitive state sequences: from strategy to topic. In respect of disciplinary differences, accountants rated task complexity at the end of the web seeking procedure to be statistically less significant for information tasks with prior knowledge compared to the participants from the other disciplines. Moreover, multitasking information behaviour characteristics such as the number of queries, web search sessions and opened tabs/windows during searches has been affected by the disciplines. The findings of the research enabled an exploratory integrated model to be created, which illustrates the nature of multitasking information behaviour when using the web. One other contribution of this research was to develop new more specific and closely grounded definitions of task complexity and artefact characteristics). This new research may influence the creation of more effective web search systems by placing more emphasis on our understanding of the complex cognitive mechanisms of multitasking information behaviour when using the web.
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Kurtenbach, John. "Adolescent Task Management: Multitasking and Social Media in the Student Search Process." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500064/.
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This study examines adolescent students at an American international school and observes student use of social networking programs as well as physical actions in the search process. The study specifically observed multitasking behavior and organizational skills among students, as well as linkages made through social networking sites. Student observations, student interviews, analysis of Facebook entries, and a survey on multitasking yielded rich data. Students appear to be far more organized than previously suggested in the literature, and in this study, the organization proved to be largely self-taught. Students used their social networks to build a kind of group expertise that compensated for their youthful naivety. Students exhibited self-control within the search to the degree that they could focus on what they wanted to find, and they used heuristics—mental shortcuts—to achieve what they needed. Searches also suggest creativity in that students were flexible in their search methods and used a number of tools to gather information. Students could balance the needs of the academic or imposed search with their own online lives, meaning that they made compensations for social media and media multitasking when it was deemed necessary.
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Chaplin, Caley. "The factors affecting self-regulation through the analysis of physiological, psychological and behavioural measures during task-switching." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006027.
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Individuals are required to manage multiple tasks which require strategic allocation of time and effort to ensure goals are reached efficiently. By providing the worker with autonomy over their work, performance and worker well-being have improved. This increased control allows individuals to organize work according to the needs of the body, which prevents fatigue leading to improved productivity. When given the option, humans tend to switch between tasks frequently. This behaviour can be used to determine the change in self-regulation strategies. An understanding of human task-switching behaviour is important for the design of job rotation systems. However, there is a lack of evidence explaining the factors motivating the need to switch between tasks. This study aims to use physiological, subjective and behavioural measures to explain the factors influencing selfregulation through the act of task-switching. Three primary hypotheses were developed to explain the factors underlying taskswitching behaviour. It was hypothesized that the degree of boredom experienced, the effort required to perform the task and the resource usage induced by the task are factors responsible in deciding task switching behaviour. Participants (17 males and 17 females) switched freely between five different information-processing tasks for the 45 minutes. Participants were allowed to switch back and forth between tasks and did not have to conduct all five tasks. The following measures were recorded during the experiment: subjective measures of boredom, mental effort, task frustration and perceived performance of the tasks; energy consumption and physiological measures of effort (HR, HRV and body temperature) and behavioural measures, including duration and frequency of task. Perceived boredom was found to differ among the tasks and before and after the experiment. The average boredom rating at each task transition for all tasks exceeded a score of 2.5 out of a possible 4. There were no significant changes in physiological measures between the beginning and end of the task trials. However, changes in physiological measures showed a decrease in effort investment following task transition. Heart rate variability was lower for externally-paced tasks than for self-paced tasks, despite the differences in cognitive demands. The most frequent task-switch combination occurred between tasks of high and low cognitive demand. The least frequent task-switching combination occurred between tasks of similar characteristics, which produced no differences in physiological responses. Task-switching behaviour was influenced by the degree of boredom, and therefore more time was spent on less monotonous tasks. The level of physiological effort required for the task affected task-switching behaviour. Task switches were made before any changes in effort took place in an attempt to maintain task efficiency. It appears plausible that a task switch was made to reduce effort investment and activation levels. The type of information processing resources used by different tasks affected the task-switching combinations. Individuals tended to switch between tasks of differing resources so that those in limited supply were able to replenish. Therefore the findings from this study can potentially be used to improve the design of job rotation systems. Such improvements may enhance productivity and worker well-being by inhibiting the onset of down regulation and fatigue processes. This study showed that autonomy is necessary for individuals to regulate behaviour to suit human needs.Microsoft� Office Word 2007
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Wang, Ya-Yu, and 王雅諭. "Analysis of Faculty Information Behavior from Multitasking of Work Role." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/10571822257753938459.
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碩士國立中興大學
圖書資訊學研究所
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With the development of higher education, teaching is no longer the sole task for university faculty. Research and community services become parts of faculty’s daily works gradually. To accomplish the tasks, it is necessary for faculty to seek more information under circumstances. The purpose of this study is to explore the multitasks that university faculty face for the work role and the possible information behavior including information needs, information source and awareness of information, as well as the influential factors, occurs when university faculty tries to fulfill the work tasks. This study takes case study approach and adopts in-depth interview for data collection. The researcher interviewed eight informants from both science and social science fields. The results show that teaching, research and community services are tasks that the interviewed faculties have to take on under the work role, with different weighting when the faculties go through various career stages. Preparing materials for course and advising students are the main sub-tasks of teaching; identifying research problem, setting research strategies and publishing research results are the major sub-tasks for research. As for community services, administrative works and professional services form the main parts of the task. Accompany undertaking those tasks, the interviewed faculties need to seek extra information for most of cases. It is observed that the interviewed faculties have different criteria for information source selection and information evaluation. For teaching and research related information, the interviewed faculties more concern the authority and correctness of information, hence tend to obtain information from library, even search engine such as Google is in fact preferred information portal. It is more problem-solving based issues for community services, gathering information via Internet or personal connection are more acceptable solutions due to the immediacy effect of these two sources. It is also found that personal factors, such as faculty status, teaching experience, environmental factors, including size of faculty population, university policies and technologies could apply, complexity and frequency of tasks have impact on faculty’s decisions of information used. Based on the findings, it is recommended to reengineer marketing and service strategies such as designing customized services based on faculty’s career stages, enhancing integration of library collection and Internet free resources, and providing personal knowledge management system, even library community has long time history in these area.
Book chapters on the topic "Multitasking information behaviour"
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Levine, Laura E., Bradley M. Waite, and Laura L. Bowman. "Cybermedia Use, Multitasking, and Academic Distractibility." In Encyclopedia of Cyber Behavior, 342–53. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0315-8.ch029.
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Cyber-media use creates opportunities to engage in immediate, multiple, concurrent activities. Research has demonstrated that cyber-media users commonly take advantage of these opportunities to multitask by performing two or more simultaneous discrete activities. This pattern of cyber-media use may create demands on users’ attentional resources that result in difficulty with tasks that require focused attention. This review will examine connections among cyber-media use, multitasking and related academic distractibility, attention, and performance. Research on cyber-media distractibility is considered within the historical and intellectual context of related research in media psychology and on divided attention. Results generally suggest that multitasking leads to the division of attention, greater distractibility and poorer task performance across a variety of domains. However, the possibility of enhanced performance in some domains (e.g., visual attention) and for some information processing styles (e.g., tasks emphasizing breadth rather than depth and focus) cannot be discounted.
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Leung, Louis, and Cindy Pei Zheng. "The Net Generation." In Encyclopedia of Cyber Behavior, 200–211. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0315-8.ch017.
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This article reviewed Net Generation attributes and examined how these attributes are linked to cyber behavior. Net Geners are global citizens and emotionally open. They believe deeply that they have rights and freedom to information and learning. Being technologically savvy, they are natural collaborators in school projects, entertainment, and work. Net Geners are also prosumers, which means that aside from being frequent consumers, they can co-produce, and co-create contents, products, and services with interested parties. The ability to customize and personalize a product or an application is important to the Net Generation. Net Geners expect speed and instant gratifications in everything they do and are good at multitasking. The Net Generation is impatient, and Net Geners think that e-mails are too slow, as they are asynchronous. How these attributes are linked to Net Geners’ learning, entertainment, and social relationships is discussed.
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Barbosa, Cláudia, and Luís Pedro. "Time Orientation and Media Use." In Managing Screen Time in an Online Society, 78–98. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8163-5.ch004.
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Digital consumer devices have penetrated our everyday lives, providing a platform to—with great efficiency and easiness—solve problems, communicate and exchange information, participate in remote activities, and even socialize. This increasing popularity provides the impetus for a rising dependency, which translates into a growing number of hours spent with the various types of media available. However, while the time we dedicate to media increases (at the cost of other activities), the number of hours that we have available (per day, per week, per month, etc.) cannot, giving rise to media multitasking behaviors. Some studies suggest that time orientation—either as a cultural construct or an individual preference—can influence one's media use habits, predicting (or not) multiple media use. There are, however, other perspectives suggesting that media use can actually affect one's time orientation. This chapter will attempt to assess both of these outlooks.
Conference papers on the topic "Multitasking information behaviour"
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Alexopoulou, Peggy, and Anastasia Kotsopoulou. "Multitasking information behavior, information task switching and anxiety: An exploratory study." In INTERNATIONAL CONFERENCE ON INTEGRATED INFORMATION (IC-ININFO 2014): Proceedings of the 4th International Conference on Integrated Information. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4907816.
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Song, Ki-Sang, Sang Chun Nam, and Jae Kyung Kim. "Pre-service teachers' media multitasking behaviors with smart devices." In 2012 11th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2012. http://dx.doi.org/10.1109/ithet.2012.6246033.
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Alexopoulou, Peggy, Mark Hepworth, and Anne Morris. "An investigation of multitasking information behavior and the influence of working memory and flow." In INTERNATIONAL CONFERENCE ON INTEGRATED INFORMATION (IC-ININFO 2014): Proceedings of the 4th International Conference on Integrated Information. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4907815.
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