Effects of giftedness and computer-based multitasking conditions on learning among secondary school students

The aim of the current study was to assess the roles of critical variables such as digital technology experience, topic interest, subjective cognitive load and working memory capacity on multitasking performance among gifted and normal ability students. In this regard, the myths attributed to the new generation learners and gifted students were questioned. A 4 (class level) X 3 (multi-tasking scenarios) X 2 (giftedness) factorial design was used to examine the recall performance of participants. The dependent variable was the gained scores (i.e., the pretest-posttest difference) which involved the level of retention towards the post-test. The working memory capacity was considered as a covariate. Participants were 121 non-gifted and 93 gifted secondary school students. Findings revealed that the control group was more successful than the sequential and concurrent multitasking groups. Gifted students were more successful than non-gifted students in all conditions. Sequential multitasking couldn't be overcome by the non-gifted group, but gifted students could tolerate it. On the other hand, concurrent multitasking resulted in failure in both groups. Second-order interactions of giftedness, multitasking and class level were not statistically significant. Results of the study showed a high consistency with the opinions of the parents of the non-gifted students.