Introduction In today’s world, access to music is easier than ever with websites such as, Spotify, Pandora, and iTunes Radio. Due to the easy access, people now hear music playing in various locations throughout their day, including, in the car, coffee shops, office spaces, department stores, and at home. Young adults are large contributors to this surge in music listening, and have embraced this new trend. Thus, when walking on a college campus, you will see many students have headphones in at the gym, dining centers, and in the library. Along with listening to music, young adults are the largest group to adapt and utilize new technology. Previous studies show that technology leads kids to become more off-task and distracted. With the increase
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Distraction Distractions are the first major theme we developed from our research. Two studies conducted experiments that found a correlation between student’s homework, technology, and distraction. A study completed by Junco examined the usage of Facebook between different University class ranks (grade), the time spent multitasking with Facebook, and activities completed on Facebook (Junco, 2014). The experimenter investigates three questions related to the correlation between Facebook and University students. The experiment conducted a survey of over one thousand University students who varied equally in class rank, and asked them questions about how much time they spend studying, multitasking, using social media, activities completed on social media, and college GPA (Junco, 2014). The results showed that on average, seniors spent the least amount of time on Facebook; however, they still spent fifty minutes per day multitasking with Facebook, when completing homework (Junco, 2014). In contrast, sophomores spent the most time multitasking with Facebook and schoolwork, totaling seventy minutes per day (Junco, 2014). As a result, multitasking with Facebook negatively impacted GPA, and the relationship between …show more content…
A study completed by Wentworth and Middleton explored the relationship between the use of technology, and a students GPA, or hours spent studying, and the effects of technology on academic performance in relation to gender (Wentworth & Middleton, 2014). A large pool of students from a private University volunteered for the study, and received a short ten-minute survey after a designated class period that asked questions regarding cell phones, social media, computers, academic performance, and demographic information. The results of the study showed that hours spent on cell phones and social media had no effect on a student’s GPA; however, the hours spent on a computer slightly impacted a student’s academic performance (Wentworth & Middleton, 2014). Also, when attributed to gender, females reported having higher grades, and pursuing upper level degrees more frequently than males (Wentworth & Middleton, 2014). In contrast, the research, suggest that males are less motivated in school, thus they perform worse than their counterpart (Wentworth & Middleton, 2014). Thus, women have lower frequency of becoming distracted than men partly due to their motivation level and desire to succeed: however, an experiment completed by Cotton, Shank, and Anderson, goes further and examines what type of technology distracts each gender. In contrast, the study completed by Wentworth and
Distraction Distractions are the first major theme we developed from our research. Two studies conducted experiments that found a correlation between student’s homework, technology, and distraction. A study completed by Junco examined the usage of Facebook between different University class ranks (grade), the time spent multitasking with Facebook, and activities completed on Facebook (Junco, 2014). The experimenter investigates three questions related to the correlation between Facebook and University students. The experiment conducted a survey of over one thousand University students who varied equally in class rank, and asked them questions about how much time they spend studying, multitasking, using social media, activities completed on social media, and college GPA (Junco, 2014). The results showed that on average, seniors spent the least amount of time on Facebook; however, they still spent fifty minutes per day multitasking with Facebook, when completing homework (Junco, 2014). In contrast, sophomores spent the most time multitasking with Facebook and schoolwork, totaling seventy minutes per day (Junco, 2014). As a result, multitasking with Facebook negatively impacted GPA, and the relationship between …show more content…
A study completed by Wentworth and Middleton explored the relationship between the use of technology, and a students GPA, or hours spent studying, and the effects of technology on academic performance in relation to gender (Wentworth & Middleton, 2014). A large pool of students from a private University volunteered for the study, and received a short ten-minute survey after a designated class period that asked questions regarding cell phones, social media, computers, academic performance, and demographic information. The results of the study showed that hours spent on cell phones and social media had no effect on a student’s GPA; however, the hours spent on a computer slightly impacted a student’s academic performance (Wentworth & Middleton, 2014). Also, when attributed to gender, females reported having higher grades, and pursuing upper level degrees more frequently than males (Wentworth & Middleton, 2014). In contrast, the research, suggest that males are less motivated in school, thus they perform worse than their counterpart (Wentworth & Middleton, 2014). Thus, women have lower frequency of becoming distracted than men partly due to their motivation level and desire to succeed: however, an experiment completed by Cotton, Shank, and Anderson, goes further and examines what type of technology distracts each gender. In contrast, the study completed by Wentworth and