Effect of multitasking conditions realized in different physical environments on cognitive load and achievement

Multitasking is a controversial phenomenon. Some scholars consider it as a virtue at which contemporary generation is better than the previous generations. Others claim that multitasking interferes with information processing and decreases performance. The current study aimed to investigate the effects of computer-supported multitasking conditions realized in different physical environments on cognitive load and achievement. In this regard, working memory capacity was controlled, and the measurement of cognitive load was realized through both objective and subjective measures. A factorial experimental design was implemented to investigate the relationship between the dependent and independent variables. The university library and cafeteria were used as physical environments since they were preferred by students as daily study environments. Participants were 129 graduate and undergraduate students enrolled at Anadolu and Eskisehir Osmangazi University. They were assigned randomly to control, sequential-distractive and concurrent-distractive multitasking groups. Data were collected through a web interface. Findings revealed that there was a significant correlation between working memory components, perceived mental effort and learning, whereas no relationship between learning and subjective cognitive load was observed. Concurrent multitaskers' retention performance was worse than the control group. In terms of the physical environment, perceived mental effort among concurrent multitaskers increased in cafeteria. There was also a significant relationship between the perceived mental effort and the beta frequency recorded from the frontal lobe (F7).