Media Multitasking - Does what they say Match the Reality? a Study of its Impact on Academic Performance

Technological advancements have led to the widespread practice of media multitasking (MMT), particularly among students. While existing research suggests a negative impact of media multitasking on academic performance, it often relies on self-reported data, which may not accurately reflect actual behavior. This study proposes a novel approach utilizing process mining with Active Window Tracking to investigate students' actual media multitasking behavior during assignments. We introduce a new metric, media multitasking density, to quantify media multitasking levels derived from activity logs. This metric is then compared with self-reported MMT levels obtained through questionnaires. The analysis results revealed a discrepancy between self-reported MMT and MMT density levels, suggesting that self-perception may not accurately reflect actual behavior. Additionally, a positive correlation was observed between MMT levels and assignment scores, although R-squared values indicated a weak association. This finding highlights the potential influence of other factors on academic performance, such as student's inherent ability, prior knowledge of the subject matter, and working memory capacity. This study contributes to a deeper understanding of media multitasking among students by bridging the gap between subjective self-reports and objective activity tracking through process mining. By revealing the discrepancy between self-reported media multitasking and actual behavior, this study underscores the practical implication for educators to move beyond relying solely on student self-perception. This shift in approach allows educators to design assignments that cater to the diverse learning styles and working memory capacities of their students.