The advances and innovation of communication and computer technology (ICT) intensifies global business competition and changes many facets of jobs. The powerful new technology brings apparent benefits such as increasing productivity and improving lives. In addition, it also changes the nature of jobs and the types of jobs dramatically. As a result, in this technology-driven era, contemporary college students face tremendous challenges once they graduate from school and begin their career. In Taiwan, the unemployment rates of college and beyond graduates is higher than average and this scenario persist for years (Directorate-General of Budget, Accounting and Statistics, Executive Yuan, R.O.C., 108). This “high educated unemployed” among young people brings to public attention. Therefore, it is a big challenge and a critical mission to enhance college students’ competitiveness in the global workforce competition. On the other hand, most of the contemporary university students are born in late-1990s to early-2000s. They are called Generation Z, or Gen Z for short, and is the demographic cohort. Members of Generation Z have used digital technology since at young age and are comfortable with the Internet and social media. The impacts of Internet and other 3C products on many aspects of human life are obvious and significant. However, the negative impacts of Internet/3C addiction and multitasking among college students are popular phenomena on college campus. The aims of this 2-year study are to (1) investigate students' in-class multitasking behaviors and their attitude toward their own and their classmates' in-class multitasking behaviors; and (2) conduct a semester-long field experiment on a 3-credit business course at a northern university in Taiwan. A total of six hypotheses derived from the research model will be tested by data collected from questionnaire. Around 70 subjects with a roughly even distribution in gender will participate in this study. This study includes four research goals: 1. To understand contemporary college students’ classroom multitasking behaviors, their attitude toward their own and their classmates’ in-class multitasking behaviors, and the motivation underlying the multitasking behaviors. 2. To understand participants' learning motivation and their usage of self-regulated learning (SRL) strategies. 3. To explore the relationship between subjects’ personal factors (using big 5 personality traits and polychronic/monochronic tendency as indicators), learning motivation, SRL strategies, multitasking, and academic achievement. 4. To study subjects’ attitude and outcomes toward case-based learning environment and the group- or individual-based case-based study environments. Academic and practical implications of the study will be provided based on data analysis results and findings.
|Effective start/end date||1/08/20 → 30/04/22|
UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This project contributes towards the following SDG(s):
- personality traits
- learning motivation
- self-regulated learning strategies
- polychronic/monochronic tendency
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