The effect of computer-based multitasking on learning in an undergraduate operations management course

The effects of computer multitasking by undergraduate students were examined in an operations management course. The dependent variables were scores on exams and student satisfaction with concentrating or multitasking. Student performance indicated significant differences on open-ended questions. Student satisfaction indicated significant differences with overall satisfaction and satisfaction with how the computer was used. Performance on open-ended and discrete exams was moderated by gender. Performance on open-ended exams was moderated by MBTI-E/I type and how students feel when waiting. This study showed both positive and negative effects from multitasking which has implications for traditional classrooms as well as distance or e-learning.