This paper investigates cyber-slacking with Internet technologies in the classroom. Rooted in Lewin's Field Theory, we develop a model linking external forces (i.e., social norms, distraction by other students' cyber-slacking, and awareness of instructor monitoring) and internal forces (i.e., cognitive absorption with Internet technologies and multitasking) to an individual's behavior (i.e., intent to cyber-slack). Using data collected from 451 students, we found social norms, multitasking, and cognitive absorption contributed to the intent to cyber-slack. Further, we found cognitive absorption with Internet technologies mediated the relationship between multitasking and intent to cyber-slack. The paper concludes with a discussion of implications for teaching, course design, and research.
Gerow, Jennifer E.; Galluch, Pamela; and Thatcher, Jason Bennett
"To Slack or Not to Slack: Internet Usage in the Classroom,"
Journal of Information Technology Theory and Application (JITTA):
3, Article 2.
Available at: http://aisel.aisnet.org/jitta/vol11/iss3/2