Electronic Device Usage and Distraction In Lectures and Driving
Document Type
Oral Presentation
Campus where you would like to present
SURC Ballroom C/D
Start Date
15-5-2014
End Date
15-5-2014
Keywords
Electronics, Distraction, Learning
Abstract
The purpose of this study was to examine the usage of electronic devices (such as cellphones, tablets, and laptops) by CWU students for non-classroom purposes and while driving. Non-classroom purposes is defined as non-course specific activities during lecture. The driving portion of the survey was focused only on the vehicle operator. A general survey regarding usage in both areas was administered online, including sections on individual perceptions of the distractions the usage of these devices poses both to the individual and to others. The survey focused on students over the age of 18, with heaviest participation from members of the psychology department but drawing from numerous others. Preliminary results mirror similar studies conducted at other universities and indicate a high percentage of electronic device usage in the classroom. Findings highlight the importance for academics to get a better understanding of how and why students feel the need to be online for non-academic reasons.
Recommended Citation
Lacour, Suzanne and Larrabee, Elena, "Electronic Device Usage and Distraction In Lectures and Driving" (2014). Symposium Of University Research and Creative Expression (SOURCE). 164.
https://digitalcommons.cwu.edu/source/2014/posters/164
Poster Number
48
Additional Mentoring Department
Psychology
Electronic Device Usage and Distraction In Lectures and Driving
SURC Ballroom C/D
The purpose of this study was to examine the usage of electronic devices (such as cellphones, tablets, and laptops) by CWU students for non-classroom purposes and while driving. Non-classroom purposes is defined as non-course specific activities during lecture. The driving portion of the survey was focused only on the vehicle operator. A general survey regarding usage in both areas was administered online, including sections on individual perceptions of the distractions the usage of these devices poses both to the individual and to others. The survey focused on students over the age of 18, with heaviest participation from members of the psychology department but drawing from numerous others. Preliminary results mirror similar studies conducted at other universities and indicate a high percentage of electronic device usage in the classroom. Findings highlight the importance for academics to get a better understanding of how and why students feel the need to be online for non-academic reasons.
Faculty Mentor(s)
Greenwald, Ralf