This study investigated undergraduate students’ reading comprehension between two outcome intentions and three media multitasking conditions. The two outcome intentions were for accuracy and completion. The three multitasking conditions included silence, video background, and video test conditions. One hundred thirty university students participated in the study. Every participant completed two sets of reading, with two different intentions and in two different conditions. Results showed that the participants performed better in reading (a) when they strived for completion than for accuracy, (b) that the addition of an unobtrusive video (video background) did not inhibit the processing of the primary reading task, and (c) that those who strived for task accuracy might have actually benefited from the addition of the background video. Implications of the results on multimedia design and student assessment are discussed.
Lin, L., Robertson, A., & Lee, J. (2012). The Impact of Outcome Intentions on Reading and Multitasking Performances. Journal of Educational Technology Development and Exchange (JETDE), 5(1). https://doi.org/10.18785/jetde.0501.06