Citation

Ravizza SM, Uitvlugt MG, Fenn KM. Psychol. Sci. 2017; 28(2): 171-180.

Affiliation

Department of Psychology, Michigan State University, East Lansing.

Copyright

(Copyright © 2017, Association for Psychological Science, Publisher John Wiley and Sons)

DOI

10.1177/0956797616677314

PMID

28182528

Abstract

Laptop computers are widely prevalent in university classrooms. Although laptops are a valuable tool, they offer access to a distracting temptation: the Internet. In the study reported here, we assessed the relationship between classroom performance and actual Internet usage for academic and nonacademic purposes. Students who were enrolled in an introductory psychology course logged into a proxy server that monitored their online activity during class. Past research relied on self-report, but the current methodology objectively measured time, frequency, and browsing history of participants' Internet usage. In addition, we assessed whether intelligence, motivation, and interest in course material could account for the relationship between Internet use and performance. Our results showed that nonacademic Internet use was common among students who brought laptops to class and was inversely related to class performance. This relationship was upheld after we accounted for motivation, interest, and intelligence. Class-related Internet use was not associated with a benefit to classroom performance.

Language: en

Keywords

Internet; academic performance; laptop