On the other hand, knowing the impact of those behaviors that are not focused on virtual classes is useful to demonstrate that more multitasking behavior would generate less self-efficacy for self-regulated learning. Knowing the main actions that students take during online classes in times of the COVID-19 pandemic is essential to assess the usual distraction in their classes and see how these distractions can be dealt with later by teachers. Given the situation, students will have to spend many hours in front of computers to be able to attend classes and have to perform new tasks that are virtual, although it has been shown that university students tend to spend a significant amount of time in non- academic activities ( Hall et al., 2020). This aspect has increased during the COVID-19 outbreak, where virtual classes have taken a leading role in universities and are expected to be the only path for 2020 ( Bao, 2020 Basilaia and Kvavadze, 2020). This situation has led universities to implement online classes to continue developing their study schedules ( Bao, 2020), generating readjustments in developing the classes ( Rapanta et al., 2020 Farooq et al., 2020), which origin that students have a different behavior about the Internet, possibly exacerbating multitasking behaviors could ultimately influence their academic performance.
One of the preventive measures established to avoid contagion was social isolation ( MacIntyre, 2020 Salathé et al., 2020). COVID-19 and its influence on online educationĬoronavirus disease 2019 (COVID-19) is an infectious disease of pandemic dimensions, with approximately 40,000,000 cases and 1.1 million deaths reported worldwide as of Octo( WHO, 2020). Despite this, multitasking behavior in virtual environments may differ from that manifested in class, facilitated by the greater use of technology as part of daily learning activity ( Manwaring et al., 2017). Specifically, it has been shown that students in face-to-face classes that use technology in an uncontrolled way will have poor academic performance ( Carter et al., 2017 Ravizza et al., 2017 Patterson and Patterson, 2017). Previous research showed that it is more efficient to carry out each academic activity separately than all at the same time ( May and Elder, 2018 Herrmann et al., 2020) also, multitasking has evidenced that it generates alteration in the social interaction of students ( Xu et al., 2016). The use of technology in educational activities has generated various educational opportunities that have facilitated university students’ remote learning ( Heflin et al., 2017 Hamidi and Chavoshi, 2018).Students reportedly review their social media, various e-mails and believe they are efficient in displaying multitasking behavior ( Brasel and Gips, 2011 Wammes et al., 2019). Besides, they must also be committed to fully engaged in learning activities using m-learning- this finding provides practical implications for improving effective and interactive online learning in college.Copyright © 2020, Emerald Publishing Limited Although students positively perceive that the adoption of m-learning has a positive effect, they must also have strong digital skills to complete their academic work. The results are significant for digital readiness as a mediator in student perception of the influence of the adoption of m-learning innovation on student engagement. Analysis techniques to test research models used partial least square structural equation model (PLS-SEM) with SmartPLS 3.3.2 software. To determine the sample, we used purposive sampling. A total of 89 graduate students from all over Indonesia enrolled at Universitas Negeri Yogyakarta participated in the study. This research aims to figure out the effect of adopting online learning innovations such as mobile learning (m-learning) on students’ involvement with digital readiness as a mediator. The low involvement of students in online learning resulted in a decrease in their academic performance. Students’ involvement, digital readiness, online learning, mobile learning, interactive multimedia Abstract