• H1: Participants exposed to constant digital notifications (High-frequency notifications - Group 1) will show decreased attention span and impaired task performance.
• H2: The more frequent and diverse the notifications, the more significant the impact on concentration. The more dopamine-inducing ("feel good chemical") notifications, the more substantial increase in task-switching costs and time. 
• H3: Participants exposed to irrelevant notifications (Group 3) will perform better on tasks than group 1. High-frequency notifications, however, will not be considered rank 1 in performance. 
• H4: Participants in the no-notification (control group) condition will perform better on tasks that require sustained attention.

What is attention span, and how is it measured in cognitive psychology? 

The attention span represents the duration someone stays attentive to a task or stimulus before getting distracted. It changes depending on factors such as age, personal interest level, cognitive skills, and external distractions.

People assess attention span through multiple methods, such as:

1. Simple behavioural observations: watching how long an individual can focus on a task before looking away or getting distracted by their surroundings. 
2. Psychological tests (standardized tests): 

• CPT Test (Continuous Performance Test) - Measures sustained attention and response. 
• TMT Test (Trail Making Test) - Assesses attention, speed processing, and cognitive flexibility. 
• Stroop Test - Assesses attention control by measuring reaction times to stimuli. 
• Neuro Physical assessments:

• Eye-tracking Technology - Measures how long an individual can maintain visual focus on a screen display or object. 
• Self-Reports and surveys - Individuals asses themselves by rating their ability to focus (ex., The Adult ADHD Self-Report Scale) 
• EEG (Electroencephalography) and Neuroimaging: Monitoring Brain activity to study attention-related neural activity. 

EVIDENCE: The rapid advancement of technology has profoundly impacted attention spans and mental activity. A study by Microsoft found that attention spans have decreased from 12 seconds in the 2000s to less than 8 seconds in 2013, which is shorter than the attention span of a goldfish. This decrease has been attributed to the constant use of digital devices and the constant bombardment of information.

 

How does the human brain process multitasking, and what are its cognitive limits?

• The human brain handles multitasking by quickly switching from one task to another instead of doing multiple tasks simultaneously. This is called "task switching." 
• Trying to do several things at once increases the mental effort needed, making it harder for the brain to process information efficiently, especially if the tasks use similar thinking skills. This creates a "switch cost," where the time and energy needed to refocus reduce productivity. 
• Since our attention is limited, the brain focuses on specific tasks, which can lead to poorer performance, more mistakes, and longer time to finish tasks. Working memory plays a significant role in this process; balancing information from different tasks can overload the brain, causing errors or forgotten details. 
• Experienced individuals can multitask better because they have practiced specific skills, but they, too, hit limits when switching between tasks that need deep focus. While the brain can take in many inputs, it works best when concentrating on one task at a time or switching between them strategically.

What is Dopamine? 

Dopamine is a neurotransmitter, a chemical messenger in the brain that plays a vital role in movement, reward, motivation, and pleasure. Dopamine is created in the brain and communicates messages between nerve cells in the brain and the rest of the body. It regulates mood, attention, learning, and motor control. Dopamine is also called a "feel-good" chemical, which is released in response to pleasurable activities like eating, exercising, achieving goals, and behaviours that promote well-being. Dopamine is released when one experiences pleasure, which can make one want to repeat that behaviour. Dopamine levels are carefully regulated and balanced in the brain, and imbalances can result in neurological and psychological conditions. Dopamine also acts as a hormone—made by an adrenal gland, a small hat-shaped gland present on the top of each kidney. Dopamine is also a neurohormone released by the hypothalamus located in the brain. 

**hormone: chemical messengers produced by glands in the body that help with growth and development, metabolism, mood, and reproduction by travelling through the bloodstream. 

Roles of Dopamine: 

1. Reward System: Dopamine is part of the brain's reward system–motivating people to repeat certain behaviours to seek pleasure. 
2. Movement: Dopamine aids in controlling physical movement. 
3. Memory: Dopamine plays a key role in memory and learning. 
4. Mood: Dopamine tends to affect mood and emotions. 
5. Focus: Dopamine allows one to focus and work towards achieving goals. 
6. Causes blood vessels to relax
7. Increases sodium (salt) and urine removal from the body 
8. Reduces insulin production in the pancreases 
9. Slow gastrointestinal (gut) content movements– protects GI lining. 
10. Reduces lymphocyte activity in the immune system

Diseases Associated With Dopamine Levels 

Low Dopamine Levels:

High Dopamine Levels:

Parkinson's disease: Parkinson's disease is a brain disorder that causes shaking (tremors), slow movement, stiffness, and balance problems. Dopamine helps control movement. In Parkinson's, dopamine-producing brain cells die, leading to low dopamine levels. Without enough dopamine, the brain struggles to send proper movement signals, causing the symptoms of the disease.   Depression: Some forms of depression, particularly anhedonic depression (inability to feel pleasure), are associated with low dopamine levels.    ADHD (Attention Deficit Hyperactivity Disorder): In ADHD, low dopamine levels in the brain's prefrontal cortex make it harder to focus, control impulses, and stay motivated. Dopamine plays a vital role in reward and attention processing. Insufficient levels of dopamine make it hard for the brain to stay engaged, overlook distractions, and regulate behaviour, which can lead to symptoms of ADHD such as inattention, impulsivity, and hyperactivity.    Schizophrenia: In some cases of schizophrenia, low dopamine in the prefrontal cortex (the area controlling thinking and motivation) causes negative symptoms like lack of motivation, social withdrawal, and trouble thinking clearly. While high dopamine in other brain areas causes hallucinations and delusions, low dopamine in the prefrontal cortex leads to cognitive and emotional difficulties.

Schizophrenia: High levels of dopamine in the mesolimbic pathway of the brain can push neurons too hard, which may lead to symptoms such as hallucinations, delusions, and confused thinking—common in schizophrenia. This excess dopamine makes the brain misinterpret what it sees and hears, causing one to perceive things that aren't real.   Bipolar Disorder (Manic Episodes): In bipolar disorder, high dopamine levels during manic episodes can cause the brain to become overstimulated. This leads to increased energy, impulsive actions, fast racing thoughts, and feelings of intense happiness. When dopamine levels drop, it may result in depressive episodes.   Tourette Syndrome & Tics: In Tourette syndrome and tics, too much dopamine causes overactive brain signals, leading to uncontrollable movements and sounds (tics). This makes it harder for the brain to filter and control movements and sounds, resulting in sudden, repeated actions or noises.    Addiction: High dopamine levels reinforce addiction by overstimulating the brain's reward system. When a person uses addictive substances (like drugs or alcohol) or engages in addictive behaviours (like gambling), dopamine surges, creating intense pleasure and reinforcing the habit. Over time, the brain adapts by reducing natural dopamine production, making the person crave more of the substance or behaviour to feel normal, leading to dependence and addiction.

4. What is the Brain’s Reward System— the mesolimbic system? 

The brain's reward system, or the mesolimbic system, is an interconnected network of cells that regulate, control, and balance pleasure, motivation, and behaviours. It makes activities like eating, socializing, and achieving goals feel rewarding, encouraging the repetition of these behaviours. The mesolimbic dopamine pathway represents the system's main component incorporating the ventral tegmental area (VTA) that produces dopamine as well as the nucleus accumbens (NAc) which processes reward and pleasure signals.When anything pleasurable is experienced, dopamine is released, which reinforces this behaviour. This system is crucial for survival, motivating essential behaviours like eating and drinking. Still, it can also contribute to addiction when it is overstimulated by substances like drugs or enriching activities such as gambling or social media use. 

Function: This system associates positive experiences with certain stimuli, encouraging one to seek them out and repeat these behaviours that lead to rewards. 

The Mesolimbic Dopamine Pathway: 

1. Trigger: You experience something enjoyable, like listening to music, achieving a goal, or eating delicious food. 
2. Dopamine Release: The ventral tegmental area (VTA) in the brainstem produces and releases dopamine. The VTA produces dopamine using special brain cells called dopaminergic neurons– when you experience something rewarding, these neurons become active and release dopamine. 
3. Pleasure Signal: Dopamine travels to the nucleus accumbens (NAc), which creates feelings of pleasure and motivation. When dopamine is released, the NAc activates brain circuits that make you “feel good” and encourage the repetition of the reward. 
4. Emotional Connection: The amygdala processes emotions linked to the experience, making it feel even more rewarding. 
5. Decision Making: The prefrontal cortex evaluates the experience and helps you decide whether to repeat the behaviour. 

Reinforcement: If the experience is enjoyable, you brain remembers it and encourages you to seek it again.

How do social media and app notifications trigger dopamine release in the brain?

Social media and app notifications trigger dopamine release in the brain by providing "quick rewards" like comments, likes, or new updates– also known as the brain's reward system. When one receives a notification, the brain sees it as a potential source of pleasure or social validation; this then incentivizes one to keep checking for more notifications and engagement, creating a cycle of seeking that reward. Even the expectation of a notification releases more of that "feel-good dopamine" chemical that causes one to continuously come back to social media during times of stress and anxiety. This anticipation causes the ventral tegmental area (VTA) to release dopamine, which travels to the nucleus accumbens, making one feel good and motivated to recheck the phone— to reinforce that rewarding behaviour repeatedly. 

 

Pros & Cons of Task-Switching Based on Real-life studies:

Cons of Task Switching based on studies:  (2007: Iqbal and Horvitz; 2001: Jackson)

Pros of Task Switching based on studies:  (Speier & Zijlstra 1999, Mark 2008)

Procrastination: In 2007, two researchers (Iqbal and Horvitz) noticed people spent 10 minutes on task-switches caused by alerts, such as email notifications, and another 10 to 15 minutes doing other stuff before they got back to the original task. 27% of all task-switching ended up in more than 2 hours of time doing something else before people got back to their original jobs! Short Interruptions add up: Office workers reacted to the majority of their incoming emails within 6 seconds of it arriving (Jackson 2001). Then it took them on average 64 seconds to resume work. Checking email was estimated to cause 96 interruptions in a typical 8-hour work day, which adds up to 1.5 hours per day reorienting.

Time-loss motivation: A few studies prove that interruptions don’t actually make us complete tasks any slower (Speier 1999, Zijlstra 1999, Mark 2008). It seems to be the case that a few interruptions actually make people work faster, as they compensate for the lost time they know they are experiencing. It may also explain why many people work best on deadlines. There’s a little bit of pressure to get the work finished.  Drawback: Gloria Mark has proposed that although the occasional interruption might give us a bit of a time crunch and light a fire under us to hustle, there is added stress and frustration, and that the work requires additional effort. In other words, it’s less efficient and might then require more time to recover from the work.

Do people with different conditions experience less/more distraction from notifications? JASNOOR AND SARGUN 

More Susceptible to Notification Distraction:

Less Susceptible to Notification Distraction

ADHD (Attention Deficit Hyperactivity Disorder): People with ADHD are more susceptible to notification distractions because their brains have difficulty filtering out irrelevant stimuli and controlling impulsive responses. Notifications trigger dopamine release, making them even more tempting to check. Since ADHD affects focus and task-switching, frequent interruptions make it harder to return to the original task, leading to reduced productivity and mental fatigue.   Anxiety Disorders: People with anxiety disorders are more susceptible to notification distractions because they often feel a strong urge to check messages due to fear of missing out (FOMO) or worry about urgent news. Notifications can heighten stress and make it harder to focus, as their brain stays in a hyper-alert state, making task-switching even more mentally exhausting.

Autism Spectrum Disorder (ASD): Some people with autism spectrum disorder (ASD) are less susceptible to notification distractions because they can experience hyperfocus, an intense concentration on a task that makes it easier to ignore interruptions. Additionally, many individuals with ASD prefer structured routines and may be less inclined to impulsively check notifications, especially if they are deeply engaged in something of interest.   Highly trained individuals (e.g, Musicians and Meditation Practitioners): Highly trained individuals, like musicians and meditation practitioners, are less susceptible to notification distractions because they have developed strong cognitive control and focus discipline. Musicians train their brains to sustain attention and filter out irrelevant stimuli, while meditation practitioners enhance their ability to stay present and resist impulsive reactions. This mental training helps them stay engaged in tasks despite interruptions.

 

14. What strategies have been proven effective in reducing digital distractions (e.g., notification blockers, focus apps)?

Reducing digital distractions requires a combination of technology-based tools and behavioural strategies. Here are some proven approaches: 

Technology-based Solutions:

Behavioural Strategies:

Notification Blockers Use built-in Do Not Disturb modes on your devices (e.g., iOS, Android, Windows, macOS). Customize app notifications to only allow critical alerts. By doing this you minimize the likelihood of getting sidetracked by incoming messages or social media updates. Focus Apps & Website Blockers Use websites/apps like Flow, FocusPomo, Forest, Freedom, Cold Turkey, and StayFocusd since they will help you stay concentrated by either blocking distracting websites out of your view or offering productivity-enhancing music.  Fun Fact: Studies have shown that these tools can improve focus and reduce distractions, especially when you're trying to finish a specific task in a set period. Time Management Apps Apps such as RescueTime tracks your digital habits and provides insights, helping you to check and reflect on your actions. Apps like Toggl and Clockify help manage focused work sessions. Gray-scaling & Minimalist Interfaces Turn your phone screen to grayscale, since it is an effective way to reduce visual appeal. Apps, notifications, and icons are designed with bright colors to grab your attention and trigger dopamine-driven habits.  Grayscale removes these stimulating colors, making your phone less engaging and reducing the urge to check it mindlessly.

The Pomodoro Technique Work in 25-minute focused sprints, followed by short, structured breaks (3-5 minute rest periods). This allows your brain to rest and refocus before returning to work. Using a Pomodoro timer to keep track of your work and break-time periods would be a great approach! Environment Design Keep your phone out of sight (e.g., in another room). This reduces visual and psychological triggers that can lead to distraction.  Fun Fact: Studies have indicated that seeing your phone, even if it’s locked, can trigger habitual checking (e.g., emails, social media, etc.) Try working in a clutter-free workspace as it signals focus time by creating a mental and phsyical environment that encourages deep work.  Define Digital Boundaries Set tech-free hours (e.g., no screens 1 hour before bed) as it will improve sleep quality, mental clarity, and overall well-being. Check emails and messages only at scheduled times (e.g., twice a day — once at 9am, second at 7pm).  Mindfulness & Deep Work Practices Regular mindfulness practices, including deep breathing or meditation, have been shown to help individuals improve focus and resist the temptation to check distractions.  Mindfulness exercises can help you train your brain to stay on task and resist impulsive urges.

 

 

Variables: 

1. Independent Variables: 

Group Type (Notification Condition) 

• Group 1: High Notification Frequency (notifications every 15 secs) 
• Group 2: Low Notification Frequency (notifications every 45 secs) 
• Group 3: Irrelevant Notifications 
• Group 4: No-notifications (control group) (no notifications) 

1. Dependent Variables: 

• Stroop Test 
• N-back Task 
• Task Switching Test 
• Self-reported data 

1. Controlled Variables: 

• Age range 
• Pre-screening for ADHD conditions 
• Familiarity with digital devices 
• Corrected-to-normal vision 

1. Extraneous Variables (Potentially Affecting Results): 

• Environmental distractions (noise, room temp) 
• Participants' intrinsic motivation levels before entering 
• Previous experiences with similar tasks (ex., N-back task, Stroop test, etc.)

Participants:

• 60 participants (divided into 4 groups of 15):
  • Age Range: Adolescents: 12-22 years; Young Aged Adults: 23-32 years; Middle-aged adults: 32-45 years.
    • Seniors were not included in this experiment as they did not comply with the following criteria.
  • Participants must possess normal vision or corrected-to-normal vision capabilities while demonstrating basic knowledge of digital devices.
  • Conducting pre-screening for ADHD helps minimize the impact of external variables on research results.

Experimental Conditions:

• Group 1 (High Notification Frequency): Participants will receive notifications every 1 minute (e.g., texts, emails, social media) during a task.
• Group 2 (Low Notification Frequency): Participants will receive notifications every 5 minutes during a task.
• Group 3 (Irrelevant Notification Types): Participants will receive notifications, but they will be random and not task-related (e.g., weather updates, news).
• Group 4 (Control Group, No Notifications): Participants will complete the task without disruptions from digital notifications.

Experiment Procedure:

1. Attention Control Task (Primary Measure): ATTENTION SPAN 
   • Stroop Test: This cognitive test measures attention by asking participants to name the colour of words that are names of different colours (e.g., the word "RED" written in blue). The interference between word meaning and ink colour provides a measure of attention and cognitive control
     • Time: 5 minutes
     • Task Design: Participants must perform as many Stroop trials as possible within the time frame. Accuracy and response time will be tracked.
2. Working Memory Task: CONCENTRATION 
   • N-back Task: This test measures short-term memory and concentration. Participants are shown a sequence of images or letters and must respond when an image or letter matches one that appeared "N" steps earlier.
     • Time: 5 minutes
     • Task Design: Vary difficulty by adjusting the "N" parameter (e.g., 1-back, 2-back, etc.).
3. Performance Task (Secondary Measure): TASK PERFORMANCE 
   • Task-Switching Test: Participants alternate between two cognitive tasks (math problems and short word search) to test their ability to quickly shift attention.
     • Time: 5 minutes
     • Task Design: Track both accuracy and time spent on each task to assess the efficiency and flexibility of switching.
4. Self-Reported Focus & Mental Fatigue:
   • After each task, participants complete a questionnaire to rate their perceived mental fatigue, focus, and motivation on a scale from 1 to 10.

3. Data Collection Metrics:

• The performance metrics for Stroop and N-back tasks measure both reaction speed and task correctness. When people multitask, they respond slower or make more errors, demonstrating decreased focus.
• Task-switching efficiency: The measure of accurate task switches during the test helps identify potential distractions from fewer correct responses.
• After completing each task, participants provided self-assessment ratings about their focus levels and mental exhaustion.
• Track reaction time trends throughout the test, as increasing fatigue usually leads to slower reaction times.
• Measure task completion time on each cognitive task, where slower times may indicate distractions or interference from multitasking.
• Evaluate the accuracy and consistency of responses across various functions.

4. Data Analysis:

• Statistical Tests:
  • ANOVA (Analysis of Variance) to compare performance across the 4 groups.
  • Correlation analysis to examine the relationship between notification frequency and task performance.
  • Regression analysis to analyze how reaction time and accuracy change with notification frequency.

Venn Diagrams: Compare group-to-group differences for specific tasks to evaluate the precise effects of notifications.

DATA FOR THE STROOP TEST: The Stroop test was conducted over a time period of 3 minutes per participant, with a total of 70 colours to identify.

 

Group 1: High Notification Frequency

 

Summary:

• Average Accuracy: 77.68%
• Average Total Reaction Time: 233.57 seconds 
• Average Distraction Factor: 1.30

Group 2: Low Notification Frequency

 

Summary:

• Average Accuracy: 80.26%
• Average Total Reaction Time: 185.83 seconds 

Average Distraction Factor: 1.16

Group 3: Irrelevant Notification Types 

 

Summary:

• Average Accuracy: 78.75%
• Average Total Reaction Time: 207.34 seconds 

Average Distraction Factor: 1.18

Group 4: Controlled – No Notifications

 

Summary:

• Average Accuracy: 85.52%
• Average Total Reaction Time: 164.55 seconds 

Average Distraction Factor: 1.00

Analysis: 

In each of the performed and controlled tests (Stroop Test, N-back Test, and Task-switching Test), the groups responded accordingly: 

1. Group 1: (High Notification Frequency) 

• Showcased an overall high distraction factor (1.30)
• Longest time required to complete the tasks 
• Lowest overall accuracy in all of the tests 
• Highest self-reported mental fatigue on the scale 
• Slowest Reaction Time 

2. Group 2: (Low Notification Frequency) - 

• Overall lower distraction factor (1.16) compared to the High-Frequency Notification Group (1) 
• Slightly less time required to complete the tasks compared to the High Frequency Notification Group (1)
• Slightly higher overall accuracy in all of the tests Compared to High Frequency Notification Group (1) 
• Lower self-reported mental fatigue on a scale compared to the High-Frequency Notification Group (1)

3. Group 3: (Irrelevant Notification Types) - 

• Showcased a higher distraction factor (1.18) compared to Group 2 (Low Notification Frequency)
• Second, the Lowest time required to complete the tasks 
• Average overall accuracy in all of the tests 
• Average self-reported mental fatigue on a scale 

4. Group 4: (No Notifications) - 

• Showcased an overall Lowest distraction factor 
• Lowest time required to complete the tasks 
• Highest overall accuracy in all of the tests 
• Lowest self-reported mental fatigue on the scale 
• Fastest Reaction Time 

 

Do our brains effectively manage the steady stream of notifications without sacrificing our attention to maintain an illusion of productivity? The digital age has established constant notifications and multitasking as typical daily practices. The research looks at how digital multitasking influences attention span by analyzing the effects frequent interruptions, such as notifications, have on focus and work efficiency alongside their neurological impacts. Our project examines findings from cognitive psychology, neuroscience research and experimental studies to demonstrate the mental costs of divided attention, which manifest as diminished information retention rates and slower task execution paired with elevated mental fatigue. Scientific findings reveal that frequent task-switching raises cognitive demands while lowering efficiency and impairing sustained attention through changes in brain pathways. Fragmented attention leads to diminished encoding performance in the hippocampus, which plays a vital role in memory formation. Through this project, we examine how digital distractions modify brain function while worsening task performance and increasing mental tiredness. The study explores strategies to counter adverse effects while maximizing cognitive health in our digitally overloaded society. The project identifies strategies like mindfulness exercises and organized work settings as effective methods to lessen these negative impacts. Recognizing the effects of digital multitasking becomes essential for enhancing productivity and wellness in today's interconnected society.
 

• The findings of this project will impact school-aged students, teachers, or anyone who uses their digital device(s) daily. As students, we constantly receive notifications from our phones—whether from social media apps or other applications. These continuous interruptions often disrupt our concentration, causing delays in completing our schoolwork and understanding the material.
• This project offers insights into the effects of digital distractions and our ability to focus and engage with our tasks. One such application of this project is improving students' study habits and productivity. Students will learn to create their ideal learning environments by understanding the cognitive costs of digital multitasking. For example, students can have notifications turned off or set a definite time to check messages, which can help them avoid distractions and develop the ability to retain their study materials. This will likely lead to improvement in their grades and academic performance as well.
• Our project also offers practical strategies to mitigate distractions, such as effectively incorporating mindful exercises and managing the study environment.
• These applications assist students with developing habits that lead to better focus and clarity of mind. Finally, the project can help teachers address distracting factors to create a more efficient space in the classroom with limited distractions and promote student engagement and focus.
• This study can provide insight into how to care for our mental health in an age of technology. As we become more accustomed to digital multitasking, recognizing how this engagement affects our brain will help maintain cognitive health over time. If the information learned throughout this project is utilized, it can promote a more productive and mindful approach to learning and life for the students and teaching staff.

Sources of Error

• Variation in the participants: differences in baseline attention, memory, and cognitive abilities affect the overall results.
• Participants have varying levels of sensitivity to notifications, leading to inconsistent distractions.
• Some participants may be more or less prone to stress or distraction from notifications, impacting focus.
• Participants may vary in familiarity with the Stroop Test, N-back task, or Task-Switching test, leading to learning effects or differing baselines.
• The 5-minute time limit per task may induce stress or fatigue, influencing performance consistency.
• The task-switching test was too difficult or too easy for some participants, leading to inaccurate measurements of cognitive flexibility.
• External environmental factors (e.g., noise and distractions from the room) interfere with participants' ability to focus during the tasks.
• Participants may have over- or under-reported their focus or fatigue levels due to social desirability bias or a lack of self-awareness.
• Although the groups were carefully balanced to limit variables during the experiment, slight variations in group composition (age, experience, baseline cognitive function) may have affected group comparison and made the results less generalizable.

Citations:

• Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587.
• Miller, M. A., & S. D. McKendrick (2018). Effects of digital multitasking on attention and learning. Journal of Educational Psychology, 110(5), 654-667.
• Salanova, M., Agut, S., & Peiró, J. M. (2010). Linking organizational resources and work engagement to employees' performance and customer outcomes. Journal of Applied Psychology, 95(3), 395–406.
• Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media multitasking and academic performance. Computers in Human Behavior, 29(3), 566–574.
• Kuss, D. J., & Griffiths, M. D. (2017). Social networking sites and addiction: Ten lessons learned—International Journal of Environmental Research and Public Health, 14(3), 311.
• Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers in Human Behavior, 28(1), 187-198.
• Kaufman, L., & Scudder, G. (2016). The Impact of Information Overload on Employee Performance: Insights from a Multitasking Experiment. Journal of Managerial Psychology, 31(4), 235-249
• Rosen, L. D., Lim, A. F., Carrier, L. M., & Cheever, N. A. (2011). An empirical examination of the educational impact of text message-induced task switching in the classroom. Computers in Human Behavior, 27(3), 1307-1314.
• Schmidt, S. M., & Green, M. J. (2018). The impact of multitasking on cognitive performance and the use of technology: A literature review. Computers in Human Behavior, 80, 262–274.
• Loh, K. Y., & Kanai, R. (2016). The impact of digital media on the brain and attention. NeuroImage, 124, 131-136.
• Lepp, A., Barkley, J. E., & Karpinski, A. C. (2015). The relationship between cell phone use and academic performance. Computers in Human Behavior, 49, 122–127.
• Koeppel, T., & Jenkins, R. (2019). Digital distractions and cognitive control: How multitasking affects executive function. Journal of Cognitive Enhancement, 3(2), 185-201.
• Unsworth, N., & Robison, M. K. (2015). The role of working memory in media multitasking: The effect of cognitive load and multitasking behaviour on task performance. Journal of Experimental Psychology, 41(6), 2211–2224.
• Schaeffer, L. J., & Fox, R. L. (2020). The impact of smartphone notifications on attention and work productivity: A meta-analysis. Journal of Applied Psychology, 105(7), 780–794.
• Tindle, H. A., & Matthews, T. A. (2017). Task-switching and performance: The impact of constant interruptions and digital media. Journal of Experimental Psychology, 64(4), 311-324.
• Wang, Y., & Lee, M. K. O. (2016). How does multitasking affect task performance and cognitive load? Journal of Consumer Research, 42(5), 824–836.
• Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587.

We would like to express my sincere gratitude to the following individuals and organizations for their invaluable support throughout the preparation of this project:

• Ms. Amanda for her kind assistance with science fair printing, which played a crucial role in bringing this project to life.
• My parents for their unwavering support and for providing the necessary supplies to create the tri fold display and giving us numerous rides. 
• The school for graciously allowing us to use their printers, ensuring that we had the resources needed to complete the project successfully.
• Mr. H for generously lending his supplies, which were essential in executing the experiment.
• The school for graciously allowing us to use their printers, ensuring that we had the resources needed to complete the project successfully.
• Mrs. Seran and the school for organizing the science fair, creating an excellent platform for students to showcase their projects.
• CYSF for hosting the event and offering a great opportunity for scientific engagement.
• The judges for their time, thoughtful feedback, and support throughout the evaluation process.
• The students who took the time to visit our project and provide insightful comments and encouragement.