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Abstract
This exploratory study looks at the phenomena of texting in a marketing education context. It outlines the difficulties of multitasking within two metacognitive models of learning and sets the stage for further research on the effects of texting within class. Students in marketing classes in two different universities were surveyed. They received an average of 37 texts per day and initiated about 16. More than 90% of the respondents reported receiving texts while in class and 86% reported texting someone from class. Even though students believed they could follow a lecture and text at the same time, respondents who did text within marketing classes received lower grades. Contrary to other research, texting frequency was generally unrelated to GPA. Implications for both pedagogical issues and research in marketing education are discussed.
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