Reading interruptus! The effects of receiving and sending text messages on reading, learning, and metacognition

Communication devices have better-enabled individuals to meet new people and to stay in contact with friends and family. We investigated the effects of sending/receiving text messages on learning. In Experiment 1, participants read a section of a chapter on texting or no texting condition. Reading comprehension was significantly lower in the texting condition. The two conditions differed significantly on the metacognitive measure of Prediction of Knowing but not on Ease of Learning, Judgment of Learning, or confidence levels. In Experiment 2, friends texted the participants during a 30-minute lecture or participants did not receive any texts. Significant differences occurred between the texting and no texting conditions, and accuracy was significantly correlated with Ease of learning, Delayed Judgment of Learning, Prediction of Knowing, and confidence levels. Both studies suggest that text messaging can impair students' ability to learn. Smartphone usage is only going to increase in our technological world. As university instructors must learn to change with the times, but at the same time, not contribute to smartphone addiction