The Relationship Among Polychronicity, Multitask Behavior, and Satisfaction in Technology-Supported Learning

Session Type: Structured Poster Session

Abstract

When information technologies are involved in learning processes, learning events and tasks increasingly tend to occur in polychronic manner, and learners are usually expected to work in the same way. However, few studies explored the impact of polychronicity on learning in a technology-supported learning environment. Therefore, this study aims to explore the relationships between polychronicity and learning satisfaction. This study used a questionnaire survey, and 310 questionnaires were included in the analysis. The results showed that the "time use preference" aspect of polychronicity is an important predictor of multitasking behavior and learning satisfaction in the context of digital technology-supported learning. However, high-frequency multitasking behavior does not improve satisfaction in the learning environment supported by digital technology.

Sub Unit

• SIG-Computer and Internet Application in Education

Chair

• 淑晴Shu Ching 楊Yang, National Sun Yat-Sen University