Generally, multitasking is viewed as the act of switching between multiple tasks or doing them simultaneously, and either a person multitasks or doesn't.
In Information Systems, research has focused on how individuals multitask with technology devices (Adler & Benbunan-Fich, 2013; Benbunan-Fich & Truman, 2009), the effects of interruptions on performance (Adler & Benbunan-Fich, 2012; Mansi & Levy, 2013) and the tendency to maintain multiple conversations at the same time or multi-communicating (Cameron & Webster, 2013).
In fact, they appear to be empowered by the ability to multitask, progressing on many tasks at once.
All participants answered questions about their daily media habits and completed the Stanford Multitasking Media Index, which assesses how often a person multitasks
For example, if an individual regularly multitasks with other media while primarily using the Internet, perceived attention to Internet messages will increase, because secondary media often add to the cognitive load.
Evidence suggests that younger generations multitask often and more than older generations (Carrier, Cheever, Rosen, Benitez, & Chang, 2009; Rideout, Foehr, & Roberts, 2010; Roberts & Foehr, 2008).
The mind of a genius multitasks
one focus at a time.
Thus, it can be presumed that a typical high school student routinely media multitasks while studying.
Luckily, research from both cognitive psychology and neuroscience can provide important insights into what happens when students media multitask and how to combat negative effects on learning.