Psychological Development and Education ›› 2026, Vol. 42 ›› Issue (2): 222-233.doi: 10.16187/j.cnki.issn1001-4918.2026.02.08

Previous Articles     Next Articles

The Impact of Media Multitasking on College Students’ Reading Performance: The Moderating Roles of Task Difficulty and Type

ZHANG Mei1, HUANG Yang1, YU Jiawen2, HUANG Silin3   

  1. 1. School of Sociology and Psychology, Central University of Finance and Economics, Beijing 100081;
    2. Shenyang Nanchang Middle School, Shenyang 110000;
    3. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875
  • Published:2026-03-14

RichHTML

PDF (PC)

Abstract: To investigate the effects of different types and difficulties of media multitasking on reading performance, three studies were conducted. Through a questionnaire survey of 283 college students, study 1 examined the negative impact of college students’ daily media multitasking on literature reading performance, which was not influenced by the participants’ gender or attention control abilities. Study 2 further explored the impact of media multitasking of varying difficulties on reading performance using an experimental method. The research findings indicated that, On the one hand, the reading performance of the media multitasking group—measured by accuracy in reading questions, reading duration, and accuracy in secondary tasks—was lower than that of the control group. On the other hand, it was found that the task difficulty moderated the relationship between media multitasking and the accuracy of reading questions, meaning that the negative impact of media multitasking on reading performance is mainly evident in high-difficulty tasks, and it has little effect on the reading performance of simple tasks. Study 3 further investigated the impact of types of media multitasking on reading performance using an experimental method. The results showed no significant difference between the active and passive groups in objective measures; however, in subjective measures, participants in the active group perceived less interference and lower loss in reading accuracy rate. In conclusion, this research is based on the social reality of college students’ media multitasking phenomenon, focusing on the controversy over its impact on reading performance, and possesses significant theoretical and practical value.

Key words: college students, media multitasking, attention, reading performance

CLC Number: 

  • G442
Adler, R. F., & Benbunan-Fich, R. (2013). Self-interruptions in discretionary multitasking. Computers in Human Behavior, 29(4), 1441-1449.
Adler, R. F., & Benbunan-Fich, R. (2015). The effects of task difficulty and multitasking on performance. Interacting with Computers, 27(4), 430-439.
Adler, R. F., Rubin, D., Mohammad, A. R., Irfan, A.,Senadeera, H., & Nguyen, T. (2015). That’s easy! The effects of objective and subjective task difficulty when multitasking. Procedia Manufacturing, 3, 5467-5474.
Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J.(2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222.
Bachmann, O.,Grunschel, C., & Fries, S. (2019). Multitasking and feeling good? Autonomy of additional activities predicts affect. Journal of Happiness Studies, 20(3), 899-918.
Bardhi, F., Rohm A. J., & Sultan, F.(2010). Tuning in and tuning out: Media multitasking among young consumers. Journal of Consumer Behaviour, 9(4), 316-332.
Baron, N. S., Calixte, R. M., & Havewala, M. (2017). The persistence of print among university students: An exploratory study. Telematics and Informatics, 34(5), 590-604.
Bellur, S., Nowak, K. L., & Hull, K. S. (2015). Make it our time: In class multitaskers have lower academic performance. Computers in Human Behavior, 53, 63-70.
Beuckels, E., Ye, G., Hudders, L., & Cauberghe, V. (2021). Media multitasking: A bibliometric approach and literature review. Frontiers in Psychology, 12, 623643. https://doi.org/10.3389/fpsy g.2021.623643
Bogunovich, P., & Salvucci, D. D. (2011). The effects of time constraints on user behavior for deferrable interruptions. In Proceedings of the SIGCHI conference on human factors in computing systems, CHI ’11 (pp. 3123-3126). ACM Press.
Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M.(2010). Can students really multitask？An experimental study of instant messaging while reading. Computers & Education, 54(4), 927-931.
Carrillo, R., & Subrahmanyam, K.(2015). Mobile phone multitasking and learning. In Encyclopedia of Mobile Phone Behavior (pp. 82-92). IGI Global.
Cho, K.W.,Altarriba, J., & Popiel, M. (2015). Mental juggling: When does multitasking impair reading comprehension? The Journal of General Psychology, 142(2), 90-105.
Clinton-Lisell, V. (2021). Stop multitasking and just read: Meta‐analyses of multitasking’s effects on reading performance and reading time. Journal of Research in Reading, 44(4), 787-816.
Cotten, S. R., Shank, D. B., & Anderson, W. A.(2014). Gender, technology use and ownership, and media-based multitasking among middle school students. Computers in Human Behavior, 35, 99-106.
Deng, L.(2020). Laptops and mobile phones at self-study time: Examining the mechanism behind interruption and multitasking. Australasian Journal of Educational Technology, 36(1), 55-67.
Derryberry, D., & Reed, M. A.(2002). Anxiety-related attentional biases and their regulation by attentional control. Journal of Abnormal Psychology, 111(2), 225-236.
Faul, F.,Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149-1160.
Fernandes, M.A., & Moscovitch, M. (2000). Divided attention and memory: Evidence of substantial interference effects at retrieval and encoding. Journal of Experimental Psychology: General, 129(2), 155-176.
Haverkamp, Y. E., Bråten, I., Latini, N., & Strømsø, H. I.(2024). Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference? Contemporary Educational Psychology, 77, 102271. https://doi.org/10.1016/j.cedpsych.2024.102271
Hildenbrand, L., & Wiley, J.(2023). Working memory capacity as a predictor of multiple text comprehension. Discourse Processes, 60(4-5), 378-396.
Hirnstein, M., Larøi, F., & Laloyaux, J. (2018). No sex difference in an everyday multitasking paradigm. Psychological Research, 83(2), 286-296.
Hwang, Y., Kim, H. J., & Jeong, S. H.(2014). Why do media users multitask?: Motives for general, medium-specific, and content-specific types of multitasking. Computers in Human Behavior, 36, 542-548.
Johnson, M. L., & Sinatra, G. M.(2013). Use of task-value instructional inductions for facilitating engagement and conceptual change. Contemporary Educational Psychology, 38(1), 51-63.
Kong, F., Meng, S., Deng, H., Wang, M., & Sun, X.(2023). Cognitive control in adolescents and young adults with media multitasking experience: A three-level meta-analysis. Educational Psychology Review, 35(1), 22. https://doi.org/10.1007/s10648-023-09746-0
Kononova, A., Joo, E., & Yuan, S.(2016). If I choose when to switch: Heavy multitaskers remember online content better than light multitaskers when they have the freedom to multitask. Computers in Human Behavior, 65, 567-575.
Lau, W. W. F.(2017). Effects of social media usage and social media multitasking on the academic performance of university students. Computers in Human Behavior, 68, 286-291.
Liefooghe, B., Barrouillet, P., Vandierendonck, A., & Camos, V. (2008). Working memory costs of task switching. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(3), 478-494.
Lui, K. F., Yip, K. H., & Wong, A. C.(2020). Gender differences in multitasking experience and performance. Quarterly Journal of Experimental Psychology, 74(2), 344-362.
Luo, J., Sun, M., Yeung, P., & Li, H.(2018). Development and validation of a scale to measure media multitasking among adolescents: Results from China. Children and Youth Services Review, 95, 377-383.
Luo, J., Yeung, P., & Li, H.(2022). Impact of media multitasking on executive function in adolescents: Behavioral and self-reported evidence from a one-year longitudinal study. Internet Research, 32(4), 1310-1328.
Madore, K. P.,Khazenzon, A. M., Backes, C. W., Jiang, J., Uncapher, M. R., Norcia, A. M., & Wagner, A. D. (2020). Memory failure predicted by attention lapsing and media multitasking. Nature, 587(7832), 87-91.
Marty-Dugas, J., McHardy, R. J., Ralph, B. C. W., Kim, J., & Smilek, D.(2024). Active vs passive media multitasking and memory for lecture materials. Heliyon, 10(11), e31935. https://doi.org/10.1016/j.heliyon.2024.e31935
Matthews, N., Mattingley, J. B., & Dux, P. E.(2022). Media-multitasking and cognitive control across the lifespan. Scientific Reports, 12(1), 4349. https://doi.org/10.1038/s41598-022-07777-1
May, K. E., & Elder, A. D.(2018). Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance. International Journal of Educational Technology in Higher Education, 15(1), 13-29.
Meade, M.E., & Fernandes, M.A. (2017). Semantic and visual relatedness of distractors impairs episodic retrieval of pictures in a divided attention paradigm. Visual Cognition, 25(7-8), 825-840.
Naylor, J.S., & Sanchez, C.A. (2018). Can reading time predict mind wandering in expository text? Applied Cognitive Psychology, 32(2), 278-284.
Nijboer, M., Borst, J. P., Van Rijn, H., & Taatgen, N. A. (2016). Driving and multitasking: The good, the bad, and the dangerous. Frontiers in Psychology, 7, 1718. https://doi.org/10.3389/fpsyg.2016.01718
Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers.Proceedings of the National Academy of Sciences, 106(37), 15583-15587.
Oulasvirta, A., & Saariluoma, P. (2006). Surviving task interruptions: Investigating the implications of long-term working memory theory. International Journal of Human-computer Studies, 64(10), 941-961.
Pashler, H., Kang, S.H.K., & Ip, R.Y. (2013). Does multitasking impair studying? Depends on timing. Applied Cognitive Psychology, 27(5), 593-599.
Popławska, A., Szumowska, E., & Kus, J. (2021). Why do we need media multitasking? A self-regulatory perspective. Frontiers in Psychology, 12, 624649. https://doi.org/10.3389/fpsyg.2021.624649
Salvucci, D. D., & Taatgen, N. A. (2011). Toward a unified view of cognitive control. Topics in Cognitive Science, 3(2), 227-230.
Sanbonmatsu, D. M., Strayer, D. L., Medeiros-Ward, N., & Watson, J. M. (2013). Who multi-tasks and why? Multi-tasking ability, perceived multi-tasking ability, impulsivity, and sensation seeking. PLoS ONE, 8(1), e54402. https://doi.org/10.1371/journal.pone.0054402
Shin, M., Linke, A., & Kemps, E.(2020). Moderate amounts of media multitasking are associated with optimal task performance and minimal mind wandering. Computers in Human Behavior, 111, 106422. https://doi.org/10.1016/j.chb.2020.106422
Shin, M.,Taseski, D., & Murphy, K. (2024). Media multitasking is linked to attentional errors, mind wandering and automatised response to stimuli without full conscious processing. Behaviour & Information Technology, 43(3), 445-457.
Strayer, D. L., & Johnston, W.(2001). Driven to distraction: Dual-task studies of simulated driving and conversing on a cellular telephone. Psychological Science, 12(6), 462-466.
Tran, P., Carrillo, R., & Subrahmanyam, K.(2013). Effects of online multitasking on reading comprehension of expository text. Cyberpsychology, 7(3), 1-17. https://doi.org/10.5817/CP2013-3-2
Tugtekin, U., & Odabasi, H. F. (2023). Effect of multitasking and task characteristics interaction on cognitive load and learning outcomes in virtual reality learning environments. Education and Information Technologies, 28(11), 14915-14942.
Uncapher, M. R., & Wagner, A. D. (2018). Minds and brains of media multitaskers: Current findings and future directions. Proceedings of the National Academy of Sciences, 115(40), 9889-9896.
Wang, Z., & Tchernev, J. M. (2012). The “myth” of media multitasking: Reciprocal dynamics of media multitasking, personal needs, and gratifications. Journal of Communication, 62(3), 493-513.
Wannagat, W., Martin, T., Nieding, G., Rohleder, N., & Becker, L. (2024). Media multitasking: Performance differences between younger and older adults and the role of working memory. Computers in Human Behavior, 158, 108313. https://doi.org/10.1016/j.chb.2024.108313
Zhang, H., Miller, K., Cleveland, R., & Cortina, K. (2018). How listening to music affects reading: Evidence from eye tracking. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(11), 1778-1791.
贺思颖. (2020). 注意控制量表中文版因子结构和实证效度(硕士学位论文). 湖南师范大学, 长沙.
黄博. (2022). 媒体多任务对动态视觉注意的影响(硕士学位论文). 华中师范大学, 武汉.
孔繁昌, 夏宇娟, 刘诏君, 王美茹, 李晓瑶. (2023). 媒体多任务行为影响认知控制:注意分散假说的证据. 心理科学, 46(4), 865-872.
郎悦茹, 龚少英, 曹阳, 吴亚男. (2022). 网络学习中师生交互与大学生学习投入的关系:自主动机与学业情绪的序列中介作用. 心理发展与教育, 38(4), 530-537.
李子颖, 李佳璟, 蒋家丽, 雷秀, 孟泽龙. (2023). 媒体多任务与创造力的关系:基于多视角的解释. 心理科学进展, 31(7),1195-1205.
刘晨, 孔繁昌, 周宗奎. (2014). 从一心一意到三心二意:青少年的媒体多任务行为. 心理科学, 37(5), 1132-1139.
罗川兰. (2018). 媒体多任务对大学生阅读水平的影响研究(硕士学位论文). 南京师范大学.
宋玉婷, 李丽, 牛志民. (2017). 大学生媒体多任务、冲动性与睡眠质量和学业成绩相关分析. 现代预防医学, 44(3), 478-480,485.
吴国来, 周曼, 阴晓娟, 李海英, 李娇花. (2017). 走神对中文阅读绩效的影响. 心理与行为研究, 15(3), 329-334.
闫宇. (2020). 跨媒体多任务对学习策略和结果的影响研究(硕士学位论文). 北京邮电大学.
中国互联网络信息中心. (2025). 第55次中国互联网络发展状况统计报告. 取自https://www.cnnic.net.cn/n4/2025/0117/c88-11229.html
张梅, 丁书恒. (2020). 延时折扣范式下大学生课堂媒体多任务现象的行为经济分析. 黑龙江高教研究, 38(1), 138-143.
周详, 张婧婧, 白博仁, 翟宏堃, 崔虞馨, 祖冲. (2024). “三心二意”胜过“一心一意”:媒体多任务促进低工作记忆容量者创造力. 心理学报, 56(8), 1031-1046.
[1] ZHAO Xiaomei, ZHAO Xinrui, WANG Keke. The Processing of Text-graphic Information Knowledge Integration of College Students: Evidence from ERP [J]. Psychological Development and Education, 2026, 42(1): 18-27.
[2] DING Yue, LIU Lijia, KOU Yu. Interpersonal Relationship Satisfaction in the Digital Age: The Role of Online Positive Feedback and Perceived Social Support [J]. Psychological Development and Education, 2026, 42(1): 39-49.
[3] WANG Zhen, SHI Baoying, ZHAO Haoli, GUO Yunfei, WANG Enguo. Effects of Emotional Expression and Role of Affective Pedagogical Agent on Video Learning: The Moderating Role of Learners’ Experience [J]. Psychological Development and Education, 2026, 42(1): 60-69.
[4] XIN Cong, CHENG Ping, ZHENG Yuanxia, LIU Guoxiong. The Relationship between Jigsaw Puzzle Ability and Inhibitory Control of Young Children: The Mediation Effects of Sustained Attention and Verbal Ability [J]. Psychological Development and Education, 2025, 41(5): 626-638.
[5] WEI Jun, YI Cong, ZHOU Xiting. College Students’ Academic Contingent Self-worth and Academic Involution Behaviors: Analyses Based on Latent Growth Modeling [J]. Psychological Development and Education, 2025, 41(5): 692-700.
[6] JIAO Jiao, MU Dan, SHI Lu. Intimate Relationship Satisfaction on College Students’ Subjective Well-being: A Diary Method Study [J]. Psychological Development and Education, 2025, 41(5): 720-729.
[7] HU Xinyi, CHEN Yinghe. The Relationship among College Students’ Goal Reengagement Capacity, Ego-depletion and Well-being: Moderation Effect of Meaning in Life [J]. Psychological Development and Education, 2025, 41(3): 348-356.
[8] XIE Li, JIN Hui, WANG Zhiying, HU Yufei, YANG Xilan, XI Juan. The Influence of Endogenous Power for Poverty Elimination on Impoverished College Students’ Learning Engagement: The Mediating Effect of Self-control and the Moderating Effect of Social Support [J]. Psychological Development and Education, 2025, 41(3): 386-397.
[9] ZHAO Xiaomei, CHENG Shi, LIU Zihan, LIU Hong. The Effects of Different Language Conditions and Executive Functions on Memory Integration in College Students [J]. Psychological Development and Education, 2025, 41(2): 153-162.
[10] WANG Wei, CHENG Yiyun, WU Yang, XUE Licheng, LI Yongxin, Zhao Jing. Attentional Biases in 5～7 Years Old Children with Autism Spectrum Disorder When Viewing Emotion-themed Picture Books [J]. Psychological Development and Education, 2025, 41(2): 163-172.
[11] YANG Ling, LI Na, ZHANG Yang, SHI Linping, ZHANG Mingfei, WU Jiangkun. Sensitivity and Attention Avoidance of Left Behind Adolescents to Negative Evaluation of Others [J]. Psychological Development and Education, 2025, 41(2): 185-195.
[12] LIAO Chenxi, WANG Dahua. The Influence of Attachment on Self-esteem and Interpersonal Adjustment in College Students [J]. Psychological Development and Education, 2025, 41(2): 196-205.
[13] LIN Yue, SU Yanjie. Attentional Blink in Children: The Developmental Fine-tuning in the Temporal Dimension of Attention [J]. Psychological Development and Education, 2025, 41(2): 292-304.
[14] ZHOU Haichun, CHEN Yinghe, QI Yue, CHEN Yue, DU Xingyu, YU Lingjun, YU Xiao. Analogy Reasoning Deficits in Children with Attention Deficit Hyperactivity Disorder: Executive Function or Analogy Strategies? [J]. Psychological Development and Education, 2025, 41(1): 1-11.
[15] GUO Ying, CHEN Xiaodan, LIU Wenzhi, LIU Yutong, ZHU Bi. Development of Semantic False Memories in Adolescents: Study and Test Factors [J]. Psychological Development and Education, 2025, 41(1): 12-21.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd