Daniel Willingham--Science & Education
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What to do about laptops in lectures?

8/19/2013

 
There are some studies in psychology where you pretty much know what the results will be before you collect the data. But you gotta do 'em to be sure you're right.

One example is a recent study (Sana et al, 2013) on the effects of laptop multitasking on classroom learning. (Thanks to Twitter users @rboulle and @CyniqueDeGauche for tipping me off to this study.)

The authors had college-aged subjects come into a laboratory to listen to a 45 minute lecture on meteorology, meant to simulate the sort of experience they would have in a college classroom. Half of the subjects were given a list of secondary tasks to perform, meant to represent the sort of thing that a bored student in a lecture might investigate during part of the lecture that seemed slow. For example, one question was "What is on Channel 3 tonight at 10 p.m.?" All the questions were designed to be answerable with a simple search using websites that virtually students are familiar with (Google, YouTube, et al.)

The number of questions--twelve--seemed pretty high to me. The authors said that pilot testing indicated students could answer all twelve in about 15 minutes. Thus, students would be multitasking for one third of the 45 minute lecture. Researchers argued that other data indicate this percentage estimate is not unreasonable, although it makes me want to cry.

A forty item comprehension test administered 20 minutes after the lecture showed a cost to multitasking.
Picture
Experiment 2 examined what happens when you are not multitasking  yourself, but someone near you is doing so. Again, you kind of know what's going to happen. Motion in your peripheral vision is distracting, a phenomenon that web page designers have capitalized on for years, much to our annoyance.
And sure enough, a peer multitasking in your view is distracting.
Picture
There is a fundamental tension here, and I don't know how to resolve it. On the one hand, I like it when students have their laptops in class. Many of them are more comfortable taking notes this way than longhand. In the middle of a lecture I might ask someone to look something up that I don't know off the top of my head.

On the other hand, the potential for distraction is terrible. I've walked in the back of the classroom of many of my colleagues and seen that perhaps 50% of the students are on the Web.

Students think that they can snap attention back to class "when it gets interesting again." I don't have much confidence they can. Student judgments of their own learning are often not that well calibrated, and that seems to be especially true of multitasking. They think it's cost free.

Tellingly, researchers asked subjects in Experiment 2 to provide ratings as to whether they were distracted by other people multitasking and whether other people multitasking affected their own (the observers') learning. Average answers? "Somewhat distracting" and "Barely" hindered my learning.

What can be done?

Some educators simply ban laptops. Some banish laptop users to the back rows. I don't like either of these solution much because they impose a penalty on anyone who wants to use a laptop.

I asked our IT group if the Wifi could be turned on and off in my classroom. Nope.

Some argue that students are learning how to manage distraction, although there's not much evidence that students are learning this lesson. Certainly, I don't know of anyone actively teaching them this lesson.

Got ideas? I'd love to hear them.


Lisa Van Gemert link
8/19/2013 08:51:14 am

This is such a problem, and it's not just in class, either. It's at concerts, church, work, and virtually everywhere else. I don't know what the solution is, either, but it's clearly an issue where the tech is ahead of the neuroscience. I agree that banning isn't ideal, but perhaps intermittent banning - periods of laptop free time (or tablets, or phones, etc.). One real issue is that some of us are very aware that we're being distracted by others' use of technology, and that awareness makes us annoyed and therefore even more distracted!

reverse phone lookup link
9/17/2013 08:15:53 am

I think, it's a great idea. Teacher can easily explain the subjects to student and student get the special attention towards in front of computers.If they want to do practical and search more on internet, they can easily search it instantly and get the solutions of our queries.

Sue Jones link
8/19/2013 08:51:23 am

It's a toughie. I just got out of a class with a room full of computers, and the teacher basically doesn't expect us to take notes with a computer, so if we're not using the computers, he wants the monitors off. I suspect he'd argue that if we're taking notes we should be writing because writing things helps you remember (he believes copying = rehearsal, which of course it does for him and me, but *not* for a significant percentage of humans).
I think the "actively teaching the lesson" has some potential. Find a way to get them to experience the difference. It would probably be worth the "wasting" of a chunk of classroom time in the returned improvement ...

Scott McLeod link
8/19/2013 08:51:51 am

How about using our scarce and precious face-to-face time with students to have them DO something with their digital technologies instead of just asking them to sit there passively and listen and take notes?

(I'm not saying that you don't already do this, Dan. Just noting that as instructors we often like to blame students for our own disengaging learning environments and/or try to force them to listen to our supposed brilliance.)

Dan Willingham
8/19/2013 09:18:48 am

Scott, yes, I do some of this--more and more, in fact. The problem doesn't seem to be particular to lecturing. Any activity that slows down (from the students' perspective) is fair game for some %age to do something else.

Kim Wilkens link
8/19/2013 09:33:12 am

That was my initial reaction too. Also, the list of secondary tasks given to students in the study to perform during the lecture seemed very contrived. What if they were looking up other relevant info, would that be considered being on task or multi-tasking? (I do that all the time, sitting in lectures, conference presentations, webinars, etc.)

If someone is in lecture-mode, then they aren't expecting much out of their students anyway. Here's a vision of student's today, well 6 years ago and it seems we are still struggling to engage this tech-savvy generation.

http://www.youtube.com/watch?v=dGCJ46vyR9o

T
8/20/2013 11:36:02 am

Right on!

Jared Cosulich link
8/19/2013 08:56:01 am

Have you tried making the class more interactive, such that students need to try and answer questions about the content and discuss the content with their classmates during class as is discussed in Erik Mazur's talks: http://www.youtube.com/watch?v=hbBz9J-xVxE

Stuart Buck
8/19/2013 09:05:35 am

A little pricey, but you can buy a blocker/jammer: http://www.signaljammerblocker.com/wifi-blocker-c-57.html?lg=g

Dan Willingham
8/19/2013 09:16:39 am

I think I'd get in trouble :) The problem is that there are multiple routers all over the bldg, people in neighboring rooms. . .

Stuart Buck
8/19/2013 09:58:47 am

Why announce it? Just have it tucked away in a backpack . . . .

Judith Elsroad link
8/19/2013 09:09:34 am

I had a professor who allowed laptops in class, but required each student with a laptop to email their notes to her at the end of class. It's not foolproof; if you have a friend who is more diligent than you, they can simply share their notes with you through email or dropbox and you can then send those notes to the professor with your name on them, but even if that happens, at least you have a good copy of the class notes.

Dan Willingham
8/19/2013 09:20:28 am

Judith--I see what you mean. . .I think my students would not respond well to this. . .might see it as paternalistic. (I also pale at the thought of receiving 350 sets of notes, 25 times/semester!)

Steve Peha link
8/19/2013 09:26:49 am

Dan,

I see one relatively easy and, actually, very useful thing to do: increase the amount of material students need to master beyond the point where multi-tasking loss can be tolerated.

Steve

Peter Gøthgen
8/19/2013 09:29:43 am

I would argue that the first study was a tad flawed. There's a big difference between "the sort of thing a student might investigate" and "a website a student goes to often." Glancing at a webpage that a student frequents is much more rote - and therefore far less of a cognitive distraction - than searching for information that might be even slightly outside one's area of familiarity.

As for a class policy, my recommendation would be to take a few minutes to discuss this in the first class. Discuss the benefits and drawbacks, suggest quitting their email/messaging/twitter/rss/etc. apps, tell them to use their own best judgement, and let them accept the consequences.

For myself, I haven't decided whether I prefer note-taking on my iPad, laptop, or on paper for later scanning & OCRing. I suppose it depends on what I'm taking notes on. I do know, however, that I would never store and keep notes in dead-tree format. Only a digital format will let me both know what I have and actually be able to find it when I need it.

Joseph Connelly
8/19/2013 09:40:14 am

I don't think laptops are the problem. What would the researchers have concluded if they had given the students notebooks, pencils, and 15 minutes worth of stuff to draw? I suspect that the problem (distraction) has been the same since the first teacher worked with the first student. The scapegoat changes as technology advances.

Dan Willingham
8/19/2013 09:46:16 am

I disagree. I think the problem is different w/ laptops because the alternative to whatever is happening in class is so appealing to students.

Dan Willingham
8/19/2013 09:48:49 am

also, the bit about distractions created by others is new

Margaret FalerSweany
8/25/2013 08:24:13 am

Au contraire. I remember being distracted by the doodler's around me and by guys who just had to perform their 10,000 mile ball-point pen maintenance check during class.

David Hardman
8/19/2013 09:50:05 am

In the second study, all the computer users were asked to multi-task. Therefore, it's not clear whether the distraction to the non-laptop users was due to the other students multi-tasking or the mere fact they were using a laptop. I suspect that the mere fact of someone having a laptop open, because of the brightness of the screen, would be a distraction to others. But until someone manipulates this factor in a study, then we don't really know.

Ben Clegg
8/19/2013 09:54:59 am

What makes this tricky for the person in charge of the classroom is the aspect where others are showing deficits from a laptop user's actions. With many of these types of things, I think I have a duty to get them to understand that their intuitions will let them down. After that, you can let them make their own informed choices. If as adults they want to chose to do something that in all probability is harming their own performance, then there is a natural consequence of their decision. This seems different because a choice impacts other people's learning. However, like you Dan, I'm not sure of the best actual solution.

Vesa Linja-aho link
8/19/2013 10:12:04 am

From the article: "Multitasking lowered test performance by 11%." That's not much, in my opinion. But: If you look at the graph, the score drops from about 65 % to about 55 %. To make further conclusions, we are missing the most important information: what score do those students get who don't watch the lecture at all? Is it 0 %? 30 %? 50 %?

Education Realist link
8/19/2013 10:25:59 am

I wonder why high school teachers have no problems banning computers, but college professors seem conflicted about it? That seems to me to be the obvious solution. The new study gives you an excellent reason to ban them--after all, it's one thing to screw up your own learning, but you are distracting other students as well.

Otherwise, I would run with Steve Peha's suggestion, except more explicitly. Put questions from the lectures in the tests--or, if you have some sort of online testing mechanism, give a quick quiz at the end of every class.

It appears that college profs are worried more about selling to their students than I would have thought.

Butterfly Hunter
8/19/2013 02:21:45 pm

I think it's that in college, students are treated more as adults -- they should be able to regulate their own behaviour more. Also, they are paying to be there, so it's up to them to show up & participate -- we seldom take attendance.

Erica Kleinknecht
8/19/2013 10:41:37 am

Some students need laptops to meet their ADA accommodations, so banning them outright either violates those students' rights or it violates their privacy - neither a good option. So that leaves us in the position of having to expect self control from students who don't necessarily believe they need it. To that end then, I agree with an earlier commenter - showing students the cost first hand is probably the only way to go in terms of convincing them that surfing the web has a cost in class. Indeed, it might really be the only way, because as technology advances and infiltrates schools at lower and lower levels, the surfing habit will get stronger and stronger. The lab school at my University has iPads in the kindergarten classroom, and the kinders already know how to watch for the teacher and switch apps when needed so they appear on-task.

Tim Holt link
8/19/2013 11:06:23 am

No where in the study was the question asked: "Is the lecture interesting enough to pay attention to?" Id the lecture so uninteresting that students would rather be doing anything other than listening to it?

That, to me, is the real psychology study...

Ted Parker link
8/19/2013 11:45:25 am

I really think all we can reasonably do here is to educate students about studies like these and thereby give them the tools to make good decisions for themselves. Because students are such facile users of new technologies, it's tempting to take them at their word that they know how to handle the new challenges the technologies pose. We cannot allow ourselves to be so naive. That said, if we create artificial school atmospheres that mitigate the challenges, then we don't do anything to prepare students to face the challenges themselves when they move on. Check out William T. Stites: http://www.williamstites.net/2013/02/05/using-device-management-to-teach-responsible-use/

Dan McGuire link
8/19/2013 03:04:34 pm

I'm with Scott McLeod on this. The problem isn't the laptop; it's the notion that a lecture is still an optimal way to teach. This isn't about you Dr. Willingham; it's about how students learn. It isn't about multi-tasking, either. A lecture is still just a lecture; it's not a very imaginative way to teach, especially if you can't figure out how to utilize all of that great access to information that's sitting in your students' laps.

David Wees link
8/19/2013 03:56:43 pm

Here are some ideas:

1. Randomly calling on students to ask them to participate and answer questions posed.
2. Have students spend time discussing ideas with their peers, like think-pair-share or small group discussions on a frequent basis.
3. Have a (monitored) back-channel chat going on so that the students are using the technology to add a layer of communication related to the course. Anecdotally this was highly effective at focusing the attention of 31 eighth graders during peer presentations.
4. Have laptop times and no laptop times. During laptop times, students synthesize and record what they have learned, perhaps while discussing it with other people.

crotchety mossback
8/19/2013 04:33:14 pm

Each semester I wonder what is the most optimal approach to take. My position has been that laptops are a distraction, not only for the user but also for those around him, so I request that electronic equipment be turned off and put away. The only exceptions are for students requiring accommodation.

Actually, I’ve noticed that a bigger problem is the smart phone. Students think they’re being so clever, hiding their hands under the desk to do their texting or game-playing, as if I neither see nor notice it. There are very few activities that someone’s hands could be engaged in in that position, and none of them are conducive to learning. Don’t expect me to have a whole lot of sympathy when you come whining to me after the first exam about how hard the test was. Just put the *** phone away and pay attention for a change.

As for the “lectures = boring” meme:

Silly me. I didn't realize that listening to a lecture and taking notes was passive. I thought that listening (as opposed to merely "hearing") was active, and that in the process of taking notes, one was supposed to be synthesizing information, making connections, evaluating the relative importance of the material so as to at least make an attempt at discerning what is "big picture" information and what is "detail," and all that critical-thinking stuff that edumacators love to blather on and on about. Nope, can’t have any of that note-taking baloney – too boring, don’cha know.

Just because K-12 conflates education and entertainment, must the college environment follow suit? Gotta provide plenty of eye candy – otherwise, students are going to tune out, and it will all be the instructor’s fault! Boredom an attitude problem? What, are you kidding me?

Aw, what the hey – just give all the students an “A;” they’re all wonderful to begin with, and they showed up for class, for the most part ~

Scott McLeod link
8/19/2013 08:39:38 pm

A couple of additional thoughts...

1. Internet kill switches in college teaching rooms ignore all of the other ways - particularly cell phone or peer-to-peer networks - that students have to connect and thus never will be effective.

2. Dan, doesn't past psychological research seem to indicate that a) after just a few minutes, our minds tend to wander regardless of the task in which they're engaged; and b) out of any learning experience of an hour or so, we tend to take away and retain just a small handful of big, main ideas (at best)? If so, trying to make students pay close attention to every second of every class in order to retain all of the important details seems to be a fairly futile task? If so, shouldn't we be paying greater attention to creating learning environments that facilitate deep retention and understanding and meaning-making around those big, main ideas and not sweat mastery of minutiae and/or attention wandering?

Scott McLeod link
8/19/2013 08:39:56 pm

A couple of additional thoughts...

1. Internet kill switches in college teaching rooms ignore all of the other ways - particularly cell phone or peer-to-peer networks - that students have to connect and thus never will be effective.

2. Dan, doesn't past psychological research seem to indicate that a) after just a few minutes, our minds tend to wander regardless of the task in which they're engaged; and b) out of any learning experience of an hour or so, we tend to take away and retain just a small handful of big, main ideas (at best)? If so, trying to make students pay close attention to every second of every class in order to retain all of the important details seems to be a fairly futile task? If so, shouldn't we be paying greater attention to creating learning environments that facilitate deep retention and understanding and meaning-making around those big, main ideas and not sweat mastery of minutiae and/or attention wandering?

Peter Ford
8/20/2013 01:24:54 am

Like any other class activity I would designate a specific time within the lesson when these devices may be used. If we need something researched, I'd designate an individual to research it.
When students have had these devices in my class it's comical to see how they distract students. You can tell when a student is engaging something not related to the content when other students become interested in it!

Dan Willingham
8/20/2013 04:57:41 am

I inadvertently deleted a comment by Karen Mahon, reading
"I'm with Jared on this one. Erik Mazur's work is great and his research shows impressive outcomes."

sorry Karen!

Dr. Kim link
8/20/2013 05:00:16 am

I actually find cell phones more of a potential distraction than laptops. The source is a few years old, but there's a nice description of the use of polling within lectures (using mobile devices) at http://www.facultyfocus.com/articles/effective-teaching-strategies/using-polling-and-smartphones-to-keep-students-engaged/.

Dan Willingham
8/20/2013 09:24:38 am

couple of quick points--gotta be quick, school starts soon!
Phones--yes, a distraction, but less of a problem. Students must actually pull the phone out, and (my students at least) seem more aware that it's pretty obvious what they are doing. With a laptop you just switch to a different window.
Second, on the "lectures are outdated" idea. . . . maybe so. But bear in mind that professors in American universities have done little else, and by most measures, American universities have done very well. There are reasons other than "I'm a fuddy-duddy" to be hesitant to move to new models.

EB
8/20/2013 09:42:28 am

Let's amend that to "bad lectures are outdated," except they were never a good idea. But the reason we pay big bucks to attend good universities is that the lectures are supposed to be good, and most often they are. Now, they may not be fun and entertaining for the entire 50 minutes, but good lectures are a very efficient way to communicate ideas, relationships, and factual content. If you give up on lectures in order to woo disengaged students into more interactive forms of instruction, you are punishing the more engaged students -- how can that be a good thing? And also, I concur with Mossback that taking notes on a lecture is often a higher-order learning experience. Very challenging, but very rewarding.

Dan McGuire link
8/21/2013 02:08:29 am

"professors have done little else,... and American universities have done very well" therefore we're supposed to accept as fact that lectures are superior to other models of learning. Really ?

After you've had some professors who've become proficient at using new technologies for learning, then you can compare their results with those who only do lectures, if you account for all other possible influential factors.

And, just what was the learning objective of that 45 minute meteorology lecture? Might there not have been other alternatives that would have produced better scores on the 40 item comprehension test? I know some 3rd graders science students who can speculate about alternative explanations better than that.

Christophe Meudec link
8/20/2013 11:37:32 pm

My strategy for this is to integrate the use of a networked Pc or laptop to the lecture involving quizzes, group work, online commenting.

See https://docs.google.com/document/d/15smFnX4WV5DRIwmHLs5U3EhckAz8jDurLbHq0wn0V5o/edit?usp=sharing

Scott
8/21/2013 01:20:37 am

Results of experiment are interesting but not all that surprising. A few thoughts in response to "Crotchety"...

"I thought that listening (as opposed to merely "hearing") was active, and that in the process of taking notes, one was supposed to be synthesizing information, making connections, evaluating the relative importance of the material so as to at least make an attempt at discerning what is "big picture" information and what is "detail," and all that critical-thinking stuff that edumacators love to blather on and on about."

Ideally, perhaps but what you are suggesting students actively do is the epitome of multi-tasking....not effectively possible for most students or adults for that matter. There is a limit to cognitive load while trying to actively listen to a lecture.

"Just because K-12 conflates education and entertainment, must the college environment follow suit? Gotta provide plenty of eye candy – otherwise, students are going to tune out, and it will all be the instructor’s fault!"

Current brain science would be helpful for you here...."tuning out" is a typical response by the learner to being stressed due to BOREDOM. The amygdala directs incoming stimuli to the reactive brain when stressed. Options are fight, flight or freeze which for students shows itself as act out or zone out.

It is not about "education as entertainment"...it is about knowing how the brain works and how attention is captured and maintained in learners whose prefrontal cortex is not fully developed. Most standard lectures even when "well delivered" are ineffective at leading to long term memory and the ability to transfer the information to novel situations.

Thanks for pointing out the experiment Dan!

Steve Ransom link
8/22/2013 02:50:01 pm

I think we're up against a larger phenomenon that "lectures are outmoded" or that "students today just can't focus". In ages past, yes, there were distractions and minds did wander. But, the seduction of today's media rich, socially-connected, instant information world is far greater than anything else we've experienced. I think those who are studying "mindfulness", Howard Rheingold among them, are on to something. It is a critical skill to (1) be aware of potential distraction, and (2) make a conscious decision to attend to the task at hand.

That being said, in this information-rich and socially mediated digital global landscape, sitting for too long and simply listening runs against the grain for many who get that the information is out there already. Perhaps today the bigger task is to establish a context for needing to know and then let students dive in. Someone said, if you're working harder than your students, there's something wrong.

Thoughts?

Arline
8/22/2013 11:54:58 pm

We are in our 2nd year of full-out BYOL at our High School. I am the Director of Technology and my office is at the High School. We spent the last year battling distraction. Some students argue it's their "right" to do what they want and to choose for their grade to suffer. Other students argue they need to learn how to manage distractions. We had very innovative teachers adjust their teaching to engage students more but some simply checked out (and you CAN argue that those students would regardless). However, the bottom line was that these distractions DID affect the classroom environment. So this year we purchased a tool (Dyknow) to allow the teacher to monitor & interact with students while online in their classrooms. It's caused a firestorm of discussion, but our hope is that this tool will minimize some of these issues, provide the teachers confidence that students will be more able to stay on task and also allow for teachers to interact with the students more. We'll see.

Dan Willingham
8/23/2013 07:28:07 am

v. interesting, Arline, thanks!

Terry K Smith
8/23/2013 08:41:20 am

I keep trying to fill in the comment box for this discussion, but I'm too distracted by the guy on my left playing Angry Birds and the woman on my right scrolling through Pinterest.....

Dan Willingham
8/23/2013 08:45:16 am

hahahahaha!

Sue Martin
8/24/2013 05:32:44 am

OK, here's where I'm conflicted. In college, I took paper and pencil notes during lectures. I survived, got a degree, and have done well, as I'm sure you all have. Then I hear the argument and read the research telling us the brain simply does not effectively process information that way. Yet when we compare the depth of knowledge, the ability to synthesize information, and the ability to create a product of a student educated through lecture and paper/ pencil note-taking with that of students who are taught using all the newest brain research and the latest technology, which fare better?

Maybe I'm not comparing apples to apples here, but it seems to me that neither way is 100% "right." There are components of each that have validity, and there has to be a middle road. From personal experience, I like taking notes on a computer or device. When I look over the notes after class (also an outmoded practice maybe) I am able to move things around and add to them in a way that helps me better understand and synthesize the material. However, I have experienced distraction caused by someone close to me playing games, browsing online, and toggling back and forth between windows which I'm able to see peripherally.

While I see the need for teaching in the 21st century, using interactivity and technology, and while I use those things in my own practice, I wish those who so roundly condemn "19th century teaching practices" would take a close look at them to see what actually works. Don't be so eager to throw out the baby with the bath water! For some students those practices work. For others they don't. Following the middle of the road, sitting on the fence, or whatever you may prefer to call it isn't a bad thing. It's actually a good thing to have a wide variety of tools, regardless of their century of origin, to meet the wide variety of student learning needs.

TIm Holt link
9/2/2013 06:02:15 am

Here is my blog response to the entry and the comments:
http://holtthink.tumblr.com/post/60081136461/dan-willingham-is-turning-into-carl-fredricksen

TIm Holt link
9/2/2013 06:08:51 am

Here is my blog response to the entry and the comments:
http://holtthink.tumblr.com/post/60081136461/dan-willingham-is-turning-into-carl-fredricksen

TIm Holt link
9/2/2013 06:09:28 am

Here is my blog response to the entry and the comments:
holtthink.tumblr.com


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