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.

Condition of a study proving comprehension is not always affected.

•	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. 


University of Minnesota - Twin Cities

There is a negative relationship between students' ability to regulate themselves during class and the use of text messaging during class. Text messaging during class negatively impacts the ability of students to sustain attention to classroom learning. Students' sustained attention to classroom learning can be partially mediated by texting during class. Further, sustained attention thoroughly explains the effect of in-class texting on experience-oriented learning. Students who have high self-regulation levels are less likely to text during class and are more likely to pay attention to what is being taught in class.

Findings of self-regulation's relation with 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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