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This chapter aims to provide an overview and conceptualization of multiscreening in the field of advertising effectiveness.

By means of the multi-dimensions of media multitasking, it is possible to differentiate different forms of media multitasking. This framework is used to describe and explain the phenomenon of multiscreening. The framework consists of four categories each with its own dimensions: (1) task relations (e.g., task hierarchy, task switch, shared modality), (2) task inputs (e.g., information flow), (3) task outputs (e.g., behavioral responses), and (4) user differences. The description of multiscreening per dimensions is completed with a review of recent literature in the field of multiscreening, media multitasking and persuasion.

Literature in the field of media multitasking often assumes detrimental effects. Practical implications for advertisers are discussed by presenting an overview of the existing literature on multiscreening and advertising effectiveness. At the end of the chapter, a summary of the different dimensions is presented and an answer is formulated to the question: Is multiscreening a challenge or opportunity for advertisers?

In addition to practical implications, this chapter also offers an overview of the current research in the field of multiscreening and advertising effects. By presenting recent literature in this field, it becomes clear where knowledge is lacking. Directions for future research are discussed.

This chapter is the first to present a structured overview of the phenomenon of multiscreening. It will provide practitioners and researchers with the current status in the field of multiscreening and advertising effectiveness. In addition, the chapter can also be seen as a guide for future directions in the field of multiscreening.

In this chapter we report findings from a quantitative and qualitative pilot study of students from a single university setting in the northeastern United States. The majority of participants were enrolled in either face-to-face or online sections of a business course in organizational behavior, and the textbook modality included both open (PDF) and proprietary (CourseSmart) digital formats. The key research questions focus on the degree to which students feel satisfied with electronic textbooks (e-textbooks). We also explore correlates of students’ satisfaction and their positive attitudes regarding the functionality of the use of e-textbooks by examining the impact of prior coursework and students’ concurrent use of other Internet sites, e.g., social media networks, while reading e-textbooks. Specifically, we explore the extent to which students’ positive attitudes toward the functionality of e-textbook use is sufficient to result in students’ engagement. Engagement is measured via their intentions to buy additional e-textbooks in the future, their course grades, and their perceptions of comprehension of the material over time. Students’ overall satisfaction with the e-textbook is likewise explored to determine impact on the same measures of engagement.

As an extension to Assael’s (2011) review on media synergy, this chapter examines the latest evolvement of media synergy research in the past 10 years by integrating studies from a wide range of leading journals.

We searched a total of 17 major journals in advertising, communication, and marketing from 2005 to 2014 and identified a total of 42 articles on media synergy. These studies were reviewed to assess the current status of media synergy research.

Studies of inter-media interaction at the individual level provide mixed support for a media synergistic effect, and the occurrence of this effect demands certain boundary conditions. Research on multi-media engagement has been gaining momentum in the past few years and is a promising subject in media synergy research.

We envision two growing approaches in future media synergy research: the neuroscientific approach and the data mining approach.

This chapter posits that media synergy research has evolved in the most recent years to a new phase, which is multi-media engagement. Hence, this chapter extends Assael’s work in terms of explicating media synergy in the context of social media engagement and identifying research gaps in current literature.

The chapter describes a four-year research project, the objective of which was to design and develop an intervention tool to assist middle school students in their information seeking when engaged in an inquiry-based learning project.

Bonded design method was used to design a proof-of-concept (POC) low-tech Guide, and focus group and Informant Design methods were utilized to develop a Web Guide.

In creating an intervention tool, whether low-tech paper-based or high-tech websites, different methodologies that relied heavily on the participation of students in the design process were successfully utilized.

The research shows that participation of children and adolescents in designing the content of technology for educational use is imperative.

This is a long-term research project, which is unparalleled and unique in its scope, duration, breadth, and depth. Having access to the grade eight classes in a single school over a four-year period has proven to be a remarkable research opportunity, seldom reported in the literature.

The purpose of this paper is to provide a case study of the use of technology as a hidden curriculum in a youth leadership program (United Future Leaders-UFL).

A description of the UFL program, including theoretical framework and current use of various technology platforms, provide a backdrop to the hidden curriculum implemented by the programming staff. Both intended and unintended outcomes of the use of technology are discussed in the context of UFL values/themes.

A review of technology use in the UFL program resulted in the categorization of realms of influence (Staff ↔ Student Participants, Staff ↔ Staff, Staff ↔ Parents, Participants ↔ Participants) and five categories of technology use (reminders, communication, sharing of resources, reinforcing learning, increased parental involvement).

Examples of emerging patterns of this hidden curriculum, future directions for technology use within the program, and advice for youth program practitioners are included.

This paper adds to the general discussion of types and purpose of technology use, youth programming, and role of technology use as hidden curriculum.

We highlight two mechanisms of limited attention for expert information intermediaries, i.e., analysts, and the effects of such limited attention on the market price discovery process. We approach analysts' limited attention from the perspective of day-to-day arrival of information and processing of tasks. We examine the attention-limiting role of competing tasks (number of earnings announcements and forecasts for portfolio firms) and distracting events (number of earnings announcements for non-portfolio firms) in analysts' forecast accuracy and the effects of such, on the subsequent price discovery process. Our results show that competing tasks worsen analysts' forecast accuracy, and competing task induced limited attention delays the market price adjustment process. On the other hand, distracting events can improve analysts' forecast accuracy and accelerate market price adjustments when such events relate to analysts' portfolio firms through industry memberships.