Abstract:

Multitasking is a phenomenon which is frequently observed in different life spaces including school, work and home. Defined as conducting multiple tasks simultaneously, multitasking performance is regarded by some scholars as a virtue at which contemporary generations are better than the previous generations. However, there are also contrary approaches which criticizes the digital nativity approach through empirical studies. Such controversial viewpoints require robust empirical evidence regarding multitasking.

Several studies investigate multitasking through activities which are realized in classroom settings. Even though there is experimental evidence on the influence of different physical settings on working memory, studies rarely investigate the cognitive implications of different physical environments other than the classroom settings. Besides, even though there is evidence that working memory capacity predicts both cognitive load and multitasking performance, studies exploring the effect of multitasking on cognitive load have been rare.

In this regard, the current project aimed to investigate the effect of different multitasking scenarios realized in different physical settings on cognitive load and retention. The project further aimed to investigate the influence of multitasking and physical settings on cognitive load when the working memory capacity is controlled. Furthermore, the measurement of cognitive load is realized through both objective (electroencephalography) and subjective measures (cognitive load scale) which are followed by the investigation of the relationship between the two measures.

A factorial experimental design was planned to investigate the relationship between the dependent and independent variables. As the physical settings, the main library of the university and a cafeteria were used. Multitasking scenarios involved sequential-distractive, simultaneous-distractive, and no multitasking situations. While determining these levels of the independent variables, frequently observed multitasking scenarios and frequently used physical settings were considered. To investigate the retention, a 3 (multitasking) by 2 (physical setting) by 3 (time) factorial design was implemented. To investigate the cognitive load, a 3 (multitasking) by 2 (physical setting) factorial design was used.

While collecting data, demographic information form, subjective cognitive load scale, working memory capacity tests and retention tests were used in addition to the implementation of Emotiv Epoc + EEG headsets during the multitasking scenarios. The data collection was realized through a web interface. All measures were adapted to the target population and permissions were received from the developers for each measure. It is expected that the findings of the current study may contribute to the theoretical framework on cognitive load and multitasking. In addition, suggestions will be made towards the design of learning environments in a way to facilitate ideal cognitive load and retention.

Keywords:

Cognitive load, multitasking, working memory, electroencephalography.