RELATIONSHIP BETWEEN MEDIA MULTITASKING AND DISTRACTION

Advancements in technology in the last decade have resulted in a saturation of media into peoples lives. However, while research has focused on the cognitive effects of increased media usage, many have failed to recognise the rise and importance of media multitasking. There is little research surrounding the potential cognitive impairments of media multitasking. This study aims to investigate whether there is a relationship between selfreported measures of media multitasking and distraction levels. Participants (N=192) completed an online version of the Eriksen Flanker Task and Media Multitasking Index (MMI). Results showed that media usage and in particular media multitasking had no significant correlation with distraction levels. This suggests the brain's cognitive ability can cope with the increasing information processing demands. RELATIONSHIP BETWEEN MEDIA MULTITASKING AND DISTRACTION 3 Is student’s frequency of media multitasking associated with distraction levels? As technological advancements continue to take place on an exponential scale, individuals are subject to ever-increasing streams of media. It is not uncommon to see people listening to music, scrolling through Facebook, and perhaps replying to a text message simultaneously. This phenomenon is known as media multitasking – the simultaneous use of two or more different media types rises in function of technological advancements and hence is increasingly prevalent in day to day life. Rideout, Feohr, and Roberts (2010) reported that “26% of the time that young people use media, they use two or more media simultaneously” (p. 59). This saturation of media into peoples lives, particularly teenagers, poses questions surrounding cognition. As a result, research into the potential cognitive impairments of increased media consumption is on the rise. Current research suggests that a high level of media multitasking is associated with lower levels of educational achievement. For example, Junco and Cotton (2012) surveyed 1839 students on ICT usage and frequency of multitasking. They found that increased Facebook usage and texting while studying resulted in a lower grade point average (GPA). Bellur, Nowak, and Hull (2015) further support this idea. They surveyed 361 students on technology usage and high school estimated GPA. They also found that multitasking during class reduces GPA. However, multitasking during homework had no significant effect. Both of the studies suggest a relationship between media multi-tasking and GPA. It is therefore important to understand the relationship between media multi-tasking and information processing as it can affect achievement in life and hinder an individuals progress towards goals. A common theme of media multitasking that has been central to current research is the ability to switch attention between mediums. (Alzahabi & Becker, 2013; Ophir, Nass, & Wagner, 2009). Despite increased attempts, findings have shown mixed results. For RELATIONSHIP BETWEEN MEDIA MULTITASKING AND DISTRACTION 4 example, Ophir, Nass, and Wagner (2009) found that heavy multi-media taskers showed greater difficulty in attention switching then light multi-media taskers and that they were more susceptible to distraction from irrelevant stimuli. Subsequent studies, however, have presented results that multimedia tasking is positively correlated with attention switching ability (Alzahabi & Becker, 2013). Some studies such as that by Minear, Brasher, McCurdy, Lewis, and Younggren (2013) even found no correlation between frequencies of media multitasking and task switching ability. Due to the contradictory evidence, further research was needed to acquire a better understanding of the subject area. We, therefore, investigated the relationship between selfreported methods of media multitasking and levels of distraction. We hypothesised that increased levels of media-multitasking would be associated with a higher level of distraction rates.