Media multitasking and students’ verbal processing efficiency: the impact of digital media consumption on academic cognitive performance
DOI:
https://doi.org/10.64268/jllm.v1i02.6Keywords:
Cognitive Attention, Digital Learning, Multitasking Media, Students, Verbal Translation.Abstract
Background: The increasing consumption of digital media among university students has encouraged the practice of media multitasking during academic activities, such as reading course materials while simultaneously accessing social media or digital video platforms. This condition creates a learning environment rich in distractions and has the potential to affect cognitive processes, particularly verbal processing efficiency, which requires sustained attention and deep integration of linguistic information. However, empirical evidence regarding the impact of media multitasking on students’ academic cognitive performance remains mixed.
Aim: This study aims to examine the relationship between media multitasking and students’ verbal processing efficiency in the context of higher education learning, as well as its impact on academic cognitive performance.
Method: This study employed a quantitative approach with a descriptive correlational design. Data were collected from undergraduate students through a media multitasking questionnaire and a verbal processing test measuring both reading speed and comprehension accuracy of academic texts. The research instruments used a five-point Likert scale (1–5) and were subjected to validity and reliability testing. Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression with SPSS version 26.
Result: The descriptive analysis indicated that students’ levels of media multitasking ranged from moderate to high, while verbal processing efficiency was at a moderate level. Correlational analysis revealed a negative relationship between media multitasking and verbal processing efficiency, although the relationship was not entirely statistically significant. The linear regression results showed that media multitasking contributed only limited variance to students’ verbal processing performance, suggesting that other cognitive factors also influence academic performance.
Conclusion: This study demonstrates that media multitasking tends to be associated with reduced verbal processing efficiency among university students, although its overall effect is relatively limited. These findings indicate that media multitasking is not a cognitively neutral practice and should be managed thoughtfully within digital learning contexts. The results provide important implications for the development of pedagogical strategies and digital literacy initiatives aimed at strengthening attentional focus and the quality of academic information processing.
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