Abstract:

The study presents an analysis of the influence of multitasking on Attention Deficit Hyperactivity Disorder (ADHD) elements, comprehension of text, and academic performance in the context of the digitized academic environment. In a world where technology has become ubiquitous, students at Babes Bolyai University (Faculty of Political, Administrative and Communication Sciences and the Faculty of Geography), like other students, face unprecedented challenges, especially when it comes to concentration and attention. The study is especially aimed at students who are involved in various, multiple, and concurrent activities, online and offline (e.g. faculty, job, complementary activities...).

This study aims to assess the impact of multitasking on elements of ADHD in the digitized academic environment. The methodology used consisted of data collection through questionnaires/tests (Adult ADHD Self-Report Scale – SRS, Test of Reading Comprehension, Academic Performance), which were then analyzed and interpreted. Preliminary results show that multitasking hurts students' concentration ability, attention, and academic performance.

The study explains the need to develop strategies and policies that encourage awareness and appropriate use of technology in the academic environment to minimize the negative effects of multitasking on elements of ADHD. This proposes the development of educational practices and the use of technology in education to streamline the learning process and provide appropriate support for students with vulnerabilities in this area.

Keywords:

Multitasking, elements ADHD, text comprehension, academic performance.