Effects of technology breaks on media multitasking with college students

Guinness et al. (2018) asked college students to study alone in a quiet room. Each student picked a short "tech break" time, like two minutes every half hour. The break was noncontingent; they got it even if they had just peeked at their phone.

The researchers used a multiple-baseline design across students. They watched for media multitasking—any glance at a phone or extra screen while the main study file was open.

Scheduled tech breaks wiped out media multitasking for every student. No one touched their phone until the chosen break arrived. Study time stayed calm and on task.

When breaks were later removed, some students drifted back to their phones. Bringing the scheduled breaks back again restored clean study blocks.

Barnes et al. (1990) did something similar with adults who had intellectual disabilities. They paired scheduled breaks with videotape self-monitoring to boost janitorial work. The 2018 study shows the same break idea now works for neurotypical college students and a new problem—phone distraction.

Ferreri et al. (2011) also worked with college students, but they made access to the next study module contingent on finishing the last one. That study used a consequence; Guinness used an antecedent break. Both cut off-task behavior, giving you two tools: reward later work or give a tiny break up front.

He et al. (2014) found more screen time predicted reading problems in children. Guinness gives a practical fix: control the screen time with planned breaks instead of hoping willpower holds.

If you coach college students, let them pick a short, fixed tech-check window. No points, no tokens—just a reliable break they can trust. The simple schedule keeps phones closed and study windows clean.