本研究關注於學生課堂中使用這些攜帶型裝置之多工情形，並且將多工行為定義為在課堂學習過程中進行與課程內容無關之行為。目的在於了解學生學習投入是否會影響到學生的課堂多工行為，以及多工行為背後的前因與動機，以及學生人格特質差異，進而對學生課堂多工行為有更多了解。問卷資料以偏最小平方法和多元迴歸進行分析以驗證研究模型與假說，結果有以下發現：
1. 學生的課堂多工動機會正向預測學生課堂上多工行為。
2. 學生課堂動機中，效率、娛樂和社會連結動機對學生課堂的多工行為有顯著影響。
3. 多重任務人格特質會正向預測學生課堂中多工行為。
4. 學生課堂學習投入會負向預測學生多工行為。
5. 課程特性會負向預測學生學習投入並正向預測學生多工行為。

This study focuses on the students’ in-class multitasking of using mobile devices. We define multitasking as the activities which is irrelevant to the learning process in the class. The purpose of this study is to understand whether students' learning engagement will affect students' multitasking, as well as the causes and motivations behind multitasking and the differences in students' personality traits. The questionnaire data were analyzed by partial least squares method and multiple regression to verify the research model and hypothesis. The results are as followings:
1. Students' multitasking motivation will positively predict the students’ in-class multitasking. .
2. Student’s in-class multitasking motivation, includes efficiency, entertainment and social motivation, has a significant impact on multitasking.
3. Polychronic personality traits will positively predict students’ multitasking.
4. Students' classroom learning engagement will negatively predict multitasking.
5. Course attribute will negatively predict student learning engagement and .positively predict student multitasking.

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