Despite marginal increases in reading time, multitasking did not significantly affect comprehension when reading narratives and listening to messages. As with audio narratives, the problem occurred even when the narrative was paused during messaging. In contrast, interruptions reduced comprehension performance in audio narratives that did not pause. It may also support the trained attention hypothesis, which predicts that frequent media multitasking will eventually result in improved cognitive control, via training and improvement. 

Findings of the study

While participating in five to eight brief conversations simulating Instant Messaging, participants read or listened to historical narratives: (1) listening to narrations; (2) pausing narratives during message conversing; and (3) not pausing narratives during message conversing.

University of Minnesota - Twin Cities

•	Performing academic tasks while multitasking reduces efficiency.

•	Although multitasking reduces efficiency, comprehension is not always affected. The effects of media multitasking can be overcome by particularly metacognitive students, especially when they control the pace of information presented to them. 


Other factors that affect students' academic performance

May, K.E., Elder, A.D. Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance. Int J Educ Technol High Educ 15, 13 (2018). https://doi.org/10.1186/s41239-018-0096-z


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