Conclusion
Prensky’s claim that students think differently due to their immersion in technology is only supported by the evidence insofar as web searching and videogaming may enhance some cognitive skills, however this applies to adults too. Multitasking ability does decline through the lifespan as a result of normal ageing processes, which could explain why young adults multitask more. However multitasking is associated with poorer educational outcomes, perhaps because multitasking is a kind of escapism which is practised to alleviate boredom. Hypertext tends to cognitively overload students causing detriments to learning.
However it would be a mistake to ban hypertext and multitasking. Hypertext could be a desirable difficulty for the more advanced student, and well-designed hypertext offers up new learning opportunities, so students need to be trained to learn this way (Sandberg 2013). Multitasking may serve a useful purpose in boosting motivation and persistence.
Ideally learning materials would be inspiring enough to create flow, so that students would not crave the additional stimulation of hypertext or multitasking.
However it would be a mistake to ban hypertext and multitasking. Hypertext could be a desirable difficulty for the more advanced student, and well-designed hypertext offers up new learning opportunities, so students need to be trained to learn this way (Sandberg 2013). Multitasking may serve a useful purpose in boosting motivation and persistence.
Ideally learning materials would be inspiring enough to create flow, so that students would not crave the additional stimulation of hypertext or multitasking.