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Feyannie Hung
Jennifer Payson
English 112 104
5th February 2016
Laptop Multitasking Article Response
Nowadays, plenty of students bring their own laptop to universities. In the library, it's
easy to find people are either on their laptop or smart devices. In a closer look, students may
have their textbook beside the laptop, but doing multitasks on the laptop such as "Facebook"
or "YouTube". In "Laptop Multitasking Hinders Classroom Learning for Both Users and
Nearby Peers", Faria Sana, Tina Weston and Nicholas J. Cepeda show how the results of
laptop multitasking have affected students' concentration, which causes scatterbrain problems
and lower grades (Faria, 24). Therefore, educational institutions should warn students in
universities the disadvantage of multitasking and limited the uses to lectures.
The article's main ideas are weather multitasking influence to a person or
surroundings. In the article, authors used the order of conversational introduction, scientific
experiment one, scientific experiment two and general discussions to explain their discovery
(Faria, 24). In the end of the article, there are also contain acknowledgment and work cites to
establish the article's credibility (Faria, 31). In the two scientific experiments, researchers did
direct and indirect multitasking influences to find out whether students in university-style
lectures will get affected or not. The outcomes show the multitasking participations in both
experiments have scored lower than post- lecture's comprehension (Faria, 27).
In the article, there are two experiments to show the evidence that multitasking has
disadvantages. The first experiment is to proof the truth that laptop multitasking decrease
students' production. The researchers asked participants to attend university style lecture and
use laptop to take note (Faria, 25). The research wrote in a scientific style which made the

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audiences narrow to academic scholars. The result shows that multitasks participants scored
approximately 11% less than post lectures' comprehension (Faria, 27). By the first
experiment, audiences can clearly understand the compression between multitasking and not
multitasking. The second experiment is for the purpose of indirect multitasking influence.
The researchers asked part of the participants to take note with pencil and paper while other
participants are doing multitasking in a university style lecture (Faria, 27). In the second
experiment, the audiences are set to be scholars or science students in universities who
understand scientific experiment's data integrations. As a result, multitasking peers distracted
participants who were trying to pay attention, participants with pencil and paper, in the
lecture. Also, the score was approximately 17% lower than post- lecture's comprehension
(Faria, 29). The second experiment gives readers strong awareness that indirect influence
could cause overall unfocused rate beyond than the first experiment.
On the other hand, the experiments mostly display the bad influences of multitasking
but the lack of the advantages. For instance, students could quickly find resources they need
by using the laptop. In additions, technology's growth is undeniable that humans are more
easily contact to each other than old days. Nevertheless, multitasking in university-style
lectures brings more defects than merits.
In conclusion, the colleges' institutions should attach the importance of limited laptop
multitasking in lectures. Indeed, having a good environment for learning knowledge needs
everyone's coordination. Turn off the laptop and use the traditional technique to learn may
lead students to find the interesting knowledge in lectures. In the article's experiments, the
results that researchers found more cons than pros in the situations of doing multitasking in
university-style lectures. Therefore, the experiment of multitasking influence to a person and
surroundings did established.

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Work Cited
Sana, Faria, Tina Weston, and Nicholas J. Cepeda. "Laptop Multitasking Hinders Classroom
Learning for Both Users and Nearby Peers." Computer & Education (2013): 24-31. Web.