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DIGITAL DISTRACTION a Qualitative Exploration of Media Multitasking

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DIGITAL DISTRACTION a Qualitative Exploration of Media Multitasking DIGITAL DISTRACTION A qualitative exploration of media multitasking Jesper Aagaard PhD Dissertation, Aarhus, January 2017 Department of Psychology and Behavioral Sciences School of Business and Social Sciences, Aarhus University DIGITAL DISTRACTION A qualitative exploration of media multitasking Digital Distraction A qualitative exploration of media multitasking Jesper Aagaard PhD Dissertation Aarhus, January 2017 Supervisor: Klaus Nielsen, Department of Psychology and Behavioral Sciences, Aarhus University Co-supervisor: Jan Kyrre Berg Friis, Section of Health Services Research, Copenhagen University Cover image: Malik Bruun Department of Psychology and Behavioral Sciences School of Business and Social Sciences Aarhus University CONTENTS Acknowledgements ........................................................................................................................................... iii English summary ............................................................................................................................................... iv Dansk sammenfatning ........................................................................................................................................ v 1. Introduction ................................................................................................................................... 1 Structural outline ................................................................................................................................................ 2 Content and style ................................................................................................................................................ 3 Defining ‘educational technology’ ..................................................................................................................... 4 2. Background .................................................................................................................................... 5 Educational technology and techno-optimism ................................................................................................... 5 Taking stock of techno-optimism ................................................................................................................. 7 Cognitive psychology and media multitasking .................................................................................................. 8 A conceptual analysis of ‘multitasking’ ..................................................................................................... 10 Media multitasking as off-tasking .............................................................................................................. 11 Grasping the nature of off-tasking ................................................................................................................... 14 Phenomenology and embodiment ............................................................................................................... 17 Postphenomenology and technologies ........................................................................................................ 23 Two conceptual expansion packs ................................................................................................................ 29 An empirical vignette: Attention in the classroom .......................................................................................... 30 3. Methodology ................................................................................................................................. 32 Quantitative multitasking research ................................................................................................................... 32 A hermeneutic challenge to quantitative research ...................................................................................... 34 Moving towards qualitative inquiry ................................................................................................................. 36 Incorporating material presence .................................................................................................................. 37 Entering the classroom ..................................................................................................................................... 38 Participant observation ................................................................................................................................ 39 Qualitative interviews ................................................................................................................................. 40 Data analysis .................................................................................................................................................... 43 The question concerning language ................................................................................................................... 45 4. Findings ........................................................................................................................................ 47 The three empirical articles .............................................................................................................................. 47 1. Breaking down barriers ........................................................................................................................... 48 2. Drawn to distraction ................................................................................................................................ 66 3. Mobile devices, interaction, and distraction ........................................................................................... 75 5. Conclusion .................................................................................................................................... 85 Validity, implications, and limitations ............................................................................................................. 86 Resonance ................................................................................................................................................... 86 Ontonorms ................................................................................................................................................... 88 Addictiveness .............................................................................................................................................. 89 Concluding remarks ......................................................................................................................................... 91 6. References .................................................................................................................................... 93 ii Acknowledgements In working on this dissertation, I have been fortunate enough to receive advice, feedback, and intel- lectual sparring from a great number of good people. I would like to start by thanking my supervi- sor Klaus Nielsen, who continuously proves that it is possible to combine an analytically fierce mind with a casual and easygoing comportment. I promise you, Klaus, that I have tried my best to ‘tighten up’ this dissertation wherever necessary and to avoid writing it like a crime novel (after all, calling it Digital Distraction is a bit like calling a murder mystery The Butler Did It). I also want to thank my co-supervisor Jan Kyrre Berg Friis, who graciously took the time to meet with me when I was just a psychology student with an unfinished idea and then swooped in and saved the entire project by agreeing to be my co-supervisor on very short notice. I am also grateful to my colleagues in the Pedagogical Hallway: Jacob Klitmøller, Charlotte Jonas- son, Lisbeth Grønborg, Noomi Matthiesen, Andreas Lieberoth, Kaare Wellnitz, Annemette Lind, Jan Normann, Ida Weidner, Sarah Jensen, and Helle Holmgren. Thank you for sharing these past four years with me. Not only did your incisive readings and insightful comments improve the con- tents of this dissertation, but our joint lunch hours meant the world to me - even scholars need to eat and socialize! I am particularly grateful to Noomi for helping me settle in when I was a nervous new PhD student, to Kaare for always being-there throughout the years, and to Jan for sharing cof- fee brewing duties and the sociomaterial space of our office. The biggest thanks of all, however, goes to Jacob whose guidance, care, and critique defined my experience as a PhD student. I am also indebted to all the teachers and students who generously shared their classrooms, experi- ences, and precious time with me. Without them, this dissertation would never have materialized. Speaking of materializing, I also wish to thank Aarhus University for financing this project and the Denmark-America Foundation and the Knud Højgaard Foundation for financing my stay as a visit- ing scholar at the Georgia Institute of Technology. In that regard, I would like to extend my pro- found gratitude to the amazing people of Atlanta who welcomed Josefine and me with open arms. Y’all know who you are. Thank you for making our time in the US unforgettable. Last, but not least, my deepest debt of gratitude goes to my friends and family who have provided me with unflinching support every step of the way. Thanks for dragging me out of the ivory tower and into the infamous ‘real’ world, which currently - amongst other wonderful things - consists of Facebook groups, Netflix
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