Multi-tasking: Is it helping or hurting the ability to learn?

The new school year is just around the corner and the minds of students all across the country will be stretched as they absorb, and hopefully retain, new information. Whether learning third-grade math or studying law in university, our brains require us to be focused in order to truly learn information.

Some people prefer background noise or music while studying, but they are not typically attending to the background noise. Can you imagine trying to learn the lyrics to a new song while also memorizing a math equation? This is not conducive to learning, but students do this every day in the form of texting, emailing, and checking social media sites while trying to learn in a classroom. Some argue that practicing the skill of multi-tasking can lead to improved skill at actually performing many tasks at once, but can this apply to classroom learning?

Attention is a key cognitive skill that is the foundation for learning new skills, being able to remember, and executive ability. The three forms of attention are as follows:
• Sustained attention – prolonged attention to one task
• Selective attention – focus on one task while filtering background noise
• Divided attention – concentration on two or more things at the same time

Divided attention is multi-tasking and this is a skill used daily. People learn a new task until the effort and attention make it automatic. When efficient with the task, it frees attention capacity and allows the focus to be on other situations at the same time. At Sheltering Arms, re-teaching multi-tasking to brain injury patients may involve a focus on walking or speaking to make these tasks automatic again. With proficiency, the brain can then begin to multitask (i.e., walk and talk at the same time). Helping a patient divide attention is much different than a student who is trying to learn while distracted by technology. How does this impact student’s ability to learn?

Researchers have studied the impact of technological distractions such as text messages and social media on the ability of students to learn in a classroom and reported poor outcomes for learning. Texting, for instance, is a multi-step process that competes with the brain’s ability to process other auditory or visual information presented simultaneously. Even the process of switching back and forth between classroom information and other distractions on a phone or computer disrupts the sequence of the learning process enough to impact short and long term retention of the information. Students need undivided attention.

There are plenty of opportunities to practice multi-tasking throughout the day; the classroom is one place where undivided attention is required for maximum benefit. Whether you are the student or a parent of students, limiting off-task technology use while in the classroom will improve the potential for learning and help students have a more successful school year.

If you have a loved one that is suddenly unable to perform common tasks, it’s possible there may be an underlying neurological condition. To learn more, click here or call (877) 56-REHAB today to speak with a professional who can connect you with the services that best meet your needs and recovery goals.