Using Social Media in Class Hinders Academic Performance
Written by Christine Sorensen
Have you ever scrolled on TikTok when you are in a lecture? How about texting your friend about a TV show when you are working on a paper? You may have thought that you would remember the lecture or finish the paper anyway, because you are a great multitasker, right? Multitasking refers to paying attention to more than one task simultaneously or rapidly shifting attention between tasks (Junco & Cotten, 2012; Wood et al., 2012). Research has found that multitasking is ineffective and hinders attention, comprehension, and memory (Jeong & Hwang, 2016).
But have you ever wondered how multitasking with social media when doing school activities hinders your academic performance and learning? Researchers have found that using social media while attempting to listen to lectures was associated with worse academic performance (Bellur et al., 2015; Junco & Cotten, 2012; Wood et al., 2012). Possible reasons for worse performance are that students miss important lecture material, or they do not process it at all (Bellur et al., 2015).
All tasks require a certain amount of effort to hold and process information in the brain (Sweller, 1988). Multitasking with social media in class increases the effort needed to process school material because attention is being split between two activities (Wood et al., 2012). This may lead to people becoming overwhelmed and not processing important lecture material effectively (Chandler & Sweller, 1991).
You’re probably thinking: Okay, I understand that multitasking with social media while doing schoolwork isn’t good. But what can I do to stop it? Here are tips to stop:
1. Reduce environmental triggers (Koessmeier & Büttner, 2021; Wilmer et al., 2017).
a. Deactivate notifications or put smartphone on silent.
b. Put smartphone out of sight.
c. Delete apps.
2. Confront fear of missing out (FOMO) which is when people feel worried that their peers are having exciting experiences when they are not included (Przybylski et al., 2013). People may constantly check social media to reduce FOMO by socializing and finding out about events (Koessmeier & Büttner, 2021). Read more about FOMO and ways to reduce it by clicking here.
3. The Pomodoro technique, a time management technique where you alternate between 25 minutes of work and 5-minute breaks, is a great way to reduce distractions and manage time when studying (Gupta, 2025). To use the Pomodoro technique, follow these steps:
a. Set a timer for 25 minutes.
b. Work till the timer goes off.
c. Take a 5-minute break.
d. Repeat (Gupta, 2025).
If you have difficulty staying off social media in class, it will be beneficial to try out the tips and stay focused! Remember, it may be difficult to break the habit, but reach out to friends, family, and mental health services if you need any additional support.
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References
Bellur, S., Nowak, K. L., & Hull, K. S. (2015). Make it our time: In class multitaskers have lower academic performance. Computers in Human Behavior, 53, 63–70. https://doi.org/10.1016/j.chb.2015.06.027
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293–332. https://doi.org/10.1207/s1532690xci0804_2
Gupta, S. (2025, May 28). Why the Pomodoro Technique Is the Productivity Booster You Need to Try. Verywell Mind. https://www.verywellmind.com/pomodoro-technique-history-steps-benefits-and-drawbacks-6892111
Jeong, S., & Hwang, Y. (2016). Media multitasking effects on cognitive vs. attitudinal outcomes: A meta‐analysis. Human Communication Research, 42(4), 599–618. https://doi.org/10.1111/hcre.12089
Junco, R., & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505–514. https://doi.org/10.1016/j.compedu.2011.12.023
Koessmeier, C., & Büttner, O. B. (2021). Why are we distracted by social media? Distraction situations and strategies, reasons for distraction, and individual differences. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.711416
Przybylski, A. K., Murayama, K., DeHaan, C. R., & Gladwell, V. (2013). Motivational, emotional, and behavioral correlates of fear of missing out. Computers in Human Behavior, 29(4), 1841–1848. https://doi.org/10.1016/j.chb.2013.02.014
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
Wilmer, H. H., Sherman, L. E., & Chein, J. M. (2017). Smartphones and cognition: A review of research exploring the links between mobile technology habits and cognitive functioning. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00605
Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58(1), 365–374. https://doi.org/10.1016/j.compedu.2011.08.029
Disclaimer
The blog posts are for informational and educational purposes only. The posts should not be considered as any type of advice (medical, mental health, legal, and/or religious advice). All blog posts have been researched, written, and edited by the undergraduate students and alumni of the Lifespan Cognition Lab. As a teaching and research-based lab, we encourage all lab members to help make knowledge more accessible to all communities through these posts.
