Continuous Partial Attention as a problematic technology use: A case of educators

Abstract

Continuous Partial Attention is a current concept open to research which, besides multitasking, intensely occupies the agenda of education, communication and cognitive psychology. The purpose of the present study was to determine educators' continuous partial attention. In line with this purpose, the research data were collected from 109 educators in higher education from different age groups and from four different countries with the use of a questionnaire made up of two sections and seven questions. The findings obtained in the study revealed that the educators' Continuous Partial Attention did not significantly differ with respect to their technology use efficacies, their ages or their countries. In addition, it was found out that the educators' Continuous Partial Attention differed statistically significantly depending on the fields they worked in. Based on this, it could be stated that educators working in the field of educational technologies encounter with Continuous Partial Attention more frequently than educators working in other fields. At the end of the study, several suggestions were put forward.