Students can't resist multitasking and it's impairing their memory.
By Annie Murphy Paul
Annie Murphy Paul’s “You’ll Never Learn!” informs the reader that students are multitasking now and it is harming their ability to learn. Paul opens her article with some research done by investigators from California State University, who wrote down a check list of what students did while attending class. These activities included: e-mail, texting, instant messaging, Facebook, watching Television, and other doings. Using this, she goes into how students who multitask end up with shallow learning and poorer results than students who give the homework their full attention. Paul correspondingly uses scientific research to support her article saying that tasks such as doing Facebook and homework is very demanding and both activities use the same area of the brain. Paul also documented negative outcomes from multitasking such as: assignments take longer to complete, the mental fatigue leads to more mistakes, memory will be impaired, and grades are affected negatively. This article expresses that students are being affected deleteriously through the use of modern technology at their disposal.
Annie Murphy Paul’s “You’ll Never Learn!” elucidates how students are multitasking more and this is affecting their grades and education. A student’s grades are affected by effort. If a student multitasks, then according to the article, “their learning is far spottier and shallower than if the work had their full attention.” So if a student wants to improve their grade, they should focus more stalwartly on their homework. Student’s education is affected by the mental strain of multitasking since “memory of what they’re working on will be impaired…research has suggested that when we’re distracted, our brains actually process and store information in different, less useful ways…media multitasking while learning is negatively associated with students’ grades.” So multitasking while learning supports theories about how students’ grades and education can be negatively affected. Paul’s “You’ll Never Learn!” presents evidence that students are multitasking more, and that this multitasking is detrimental to learning.