You’ve seen a one man band, but how about a complete symphony orchestra?

Ben Morfitt, a composer from England, recently created in a music video of one of his new, original songs, in which he plays every instrument while also acting as conductor.

The piece was written for a new cartoon he created called “Pegul,” which he describes in the video’s caption.

You could say he is a man of many talents.

Watch the video above, and you can check out more of his music on SoundCloud.

Aim/Purpose: This paper investigates the influence of university student multitasking on their learning success, defined as students’ learning satisfaction and performance. Background: Most research on student multitasking finds student multitasking problematic. However, this research is generally from 2010. Yet, today’s students are known to be digital natives and they have a different, more positive, relationship with mobile technologies. Based on the old findings, most instructors ban mobile technology use during instruction, and design their online courses without regard for the mobile technology use that happens regardless of their ban. This study investigates whether today’s instructors and learning management system interface designers should take into account multitasking with mobile technologies. Methodology: A quasi-experimental design was used in this study. Data were collected from 117 students across two sections of an introductory Management Information Systems class taught by the first author. We took multiple approaches and steps to control for confounding factors and to increase the internal validity of the study. We used a control group as a comparison group, we used a pre-test, we controlled for selection bias, and we tested for demographic differences between groups. Contribution: With this paper, we explicated the relationship between multitasking and learning success. We defined learning success as learning performance and learning satisfaction. Contrary to the literature, we found that multitasking involving IT texting does not decrease students’ learning performance. An explanation of this change is the change in the student population, and the digital nativeness between 2010s and 2020 and beyond. Findings: Our study showed that multitasking involving IT texting does not decrease students’ performance in class compared to not multitasking. Secondly, our study showed that, overall, multitasking reduced the students’ learning satisfaction despite the literature suggesting otherwise. We found that attitude towards multitasking moderated the relationship between multitasking and learning satisfaction as follows. Individuals who had a positive attitude towards multitasking had high learning satisfaction with multitasking. However, individuals who had positive attitude toward multitasking did not necessarily have higher learning performance. Recommendations for Practitioners: We would recommend both instructors and the designers of learning management systems to take mobile multitasking into consideration while designing courses and course interfaces, rather than banning multitasking, and assuming that the students do not do it. Furthermore, we recommend including multitasking into relevant courses such as Management Information Systems courses to make students aware of their own multitasking behavior and their results. Recommendation for Researchers: We recommend that future studies investigate multitasking with different instruction methods, especially studies that make students aware of their multitasking behavior and its outcomes will be useful for next generations. Impact on Society: This paper investigates the role of mobile multitasking on learning performance. Since mobile technologies are ubiquitous and their use in multitasking is common, their use in multitasking affects societal performance. Future Research: Studies that replicate our research with larger and more diverse samples are needed. Future research could explore research-based experiential teaching methods, similar to this study.

Aim/Purpose: This article aimed to design and evaluate a pedagogical technique for altering students’ classroom digital multitasking behaviors. The technique we designed and evaluated is called course-based undergraduate research experience (CURE). With this technique, the students wrote a research article based on a multitasking experiment that the instructor conducted with the students. The students conducted a literature review, developed their own research questions, they analyzed experiment data, and presented results. This study evaluated the how the CURE contributed to student multitasking behavior change. Background: Multitasking is defined as doing more than one thing at a time. Multitasking is really the engagement in individual and discrete tasks that are performed in succession. Research showed that students multitasked very often during courses. Researchers indicated that this was a problem especially for online teaching, because when students went online, they tended to multitask. Extant research indicated that digital multitasking in class harmed student performance. Multiple studies suggested that students who multitasked spent more time finishing their tasks and made more mistakes. Regardless of students’ gender or GPA, students who multitasked in class performed worse and got a lower grade than those who did not. However, little is known about how to change students’ digital multitasking behaviors. In this study, we used the transtheoretical model of behavior change to investigate how our pedagogical technique (CURE) changed students’ digital multitasking behaviors. Methodology: Using a course-based undergraduate research experience design, a new classroom intervention was designed and evaluated through a content analysis of pre- and post-intervention student reflections. As part of the course-based undergraduate research experience design, the students conducted a literature review, developed their own research questions, they analyzed experiment data, and presented results. This study evaluated the how teaching using a course-based undergraduate research experience contributed to student multitasking behavior change. Transtheoretical model of behavior change was used to investigate how our pedagogical technique changed students’ digital multitasking behaviors. Contribution: The paper described how teaching using a course-based undergraduate research experience can be used in practice. Further, it demonstrated the utility of this technique in changing student digital multitasking behaviors. This study contributed to constructivist approaches in education. Other unwanted student attitudes and behaviors can be changed using this approach to learning. Findings: As a result of CURE teaching, a majority of students observed the negative aspects of multitasking and intended to change their digital multitasking behaviors. Sixty-one percent of the participants experienced attitude changes, namely increased negative attitude towards multitasking in class. This is important because research found that while both students and instructors believed off-task technology use hinders learning, their views differed significantly, with more instructors than students feeling strongly that students’ use of technology in class is a problem. Moreover, our study showed that with teaching using CURE, it is possible to move the students on the ladder of change as quickly as within one semester (13 weeks). Seventy-one percent of the students reported moving to a higher stage of change post-intervention. Recommendations for Practitioners: Faculty wishing to curb student digital multitasking behaviors may conduct in-class experimentation with multitasking and have their students write a research report on their findings. Course-based undergraduate research experiences may make the effects of digital multitasking more apparent to the students. The students may become more aware of their own multitasking behaviors rather than doing them habitually. This technique is also recommended for those instructors who would like to introduce academic careers as a potential career option to their students. Recommendation for Researchers: Researchers should explore changing other unwanted undergraduate student behaviors with course-based undergraduate experiences. Researchers may use the transtheoretical model of change to evaluate the effectiveness of techniques used to change behaviors. Impact on Society: The negative outcomes of digital multitasking are not confined to the classroom. Digital multitasking impacts productivity in many domains. If techniques such as those used in this article become more common, changes in multitasking intentions could show broad improvements in productivity across many fields. Future Research: This paper constitutes a pilot study due to the small convenience sample that is used for the study. Future research should replicate this study with larger and randomized samples. Further investigation of the CURE technique can improve its effectiveness or reduce the instructor input while attaining the same behavioral changes.

It’s déjà vu all over again” is a famous quote by the late, great Yogi Berra. I’ve lived this scenario, and I’m betting you have, too. I’m talking about callbacks — the woe of the contracting industry.

Dan encourages you to take a bit of a simpler approach to tackling that to do list.

Google's Chromebook Pixel is quite versatile after all. I can run Chrome OS and Linux at the same time, and switch between the two, allowing me to use Skype and other third party apps!

With advanced volumizing wrinkle reducing, firming, peptide ChroNoLine with more than 30 antioxidants (mostly from botanicals), 200 skin nutrients, the most intriguing is Euk-134 (Eukarinon-134), a superoxide dismutase that is a radical scavenger

Sherry Turkle, MIT professor and author of "Alone Together: Why We Expect More from Technology and Less from Each Other."

In a multitasking machine tool, a first tool post including a tool spindle configured to allow a tool to be detachably attached thereto is configured to be slidable in predetermined directions, while a second tool post is configured to allow a tool to be detachably attached thereto. A tool-change part includes at least one gripper configured to hold a tool to be attached to the second tool post. An automatic tool changer is configured to detachably attach the tool-change part (as well as to change the tool installed) to the tool spindle of the first tool post positioned in a first tool-change region. Change of the tool attached to the second tool post is carried out by a motion (sliding and/or rotation of the tool spindle) of the first tool post (with the tool-change part attached to the tool spindle thereof) located in a second tool-change region.

It turns out the idea that women are better than men at multitasking is not true at all. In fact, men and women are equally bad at multitasking, however, why does this notion persist? In this edition of Two Guys on Your Head, Dr. Art Markman and Dr. Bob Duke take on multitasking and gender.

MacOS Catalina introduced a handy way to tile windows for multitasking, improving upon the split screen multitasking features that were available in previous MacOS releases. These new simple tiling window multitasking options are available from any window, and now you can easily choose to tile a window to the left or right side of the ... Read More

Ashley Graham posted a video of herself on Instagram pumping breast milk during an Uber ride on Tuesday afternoon. The top model became mom to a newborn baby boy in late January.