You are here

Home » Content

Harmful Threshold of ICT Distraction on the Learning Process

Journal Name:

  • International Journal of Science and Engineering Investigations

Publication Year:

  • 2015

Key Words:

Author Name
Abstract (2. Language): 
Information and Communication Technology (ICT) are nowadays widely used during academic or occupational trainings from an official standpoint (integrated in pedagogical programs) as well as from an informal standpoint (non class-related use by students, trainers or learners). Regarding this latter point, the research question was to know how often students may authorized themselves to deal with non-class related secondary tasks during a lecture without reducing the learning process performance? Experiments were thus undertaken with N= 66 UK students (MSc.) listening to a 13 minutes video lecture in individual cublicles and then answering questionnaires for knowledge, fidelity and MSLQ (motivation) assessment. Whilst viewing the lecture, students were distracted by sms received on their personal mobile phone. These sms were with neutral emotional valence. The cohort was divided into 5 groups, each related to a distraction frequency f=0, 10, 15, 20, 30 occ/h. We identified a threshold fcrit between 10 and 15occ/h under which learning performance was not lowered compared to the control group and beyond which a significant decrease was observe (15%). These findings are discussed in the light of the Information Processing theory and on the basis of a modified cognitive model based on Mayer and Moreno’s work. Concluding advices for learners and teachers are provided. Limits are discussed and further experiments are suggested.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon ijsei-44315-10.pdf
  • 8
62
69
  • English

REFERENCES

References: 

[1] Ph. Fauquet-Alekhine, “Assessment of ICT Contribution to the Learning Process”. International Journal of Science and Engineering Investigations, vol.4(40), 2015, pp.1-10.
[2] K. K., Myers, and K. Sadaghiani, “Millennials in the workplace: A communication perspective on millennials’ organizational relationships and performance”. Journal of Business and Psychology, vol.25(2), 2010, pp.225-238.
[3] E. Dahlstrom, J. D. Walker, and C. Dziuban, ECAR study of undergraduate students and information technology, 2012. Boulder, CO: Educause Center for Applied Research. 2012.
[4] C. B. Fried, “In-class laptop use and its effects on student learning”. Computers and Education, vol.50(3), 2008, pp.906-914.
[5] Ph. Fauquet-Alekhine, “Informationand Communication Technologies vs Education and Training: Contribution to understand the Millennials’ generational effect”, Proc. of the International Conference on Electrical, Computer, Electronics and Communication Engineering, Venezia, IT, vol.80, 2013, August, pp.358-363
[6] Ph. Fauquet-Alekhine, “Learners’ behavior in teaching context: characterizing the use of Information and Communication Technologies”, Proceedings of the 1st International Science and Applied Research Conference Social Psychology in Education Space, Moscow, Russia, 2013, October, pp.262-264 .
[7] A. Demb, D. Erickson, and S. Hawkins-Wilding, “The laptop alternative: Student reactions and strategic implications”. Computers and Education, vol.43(4), 2004, pp.383-401.
[8] D. M. Sanbonmatsu, D. L. Strayer, N. Medeiros-Ward, and J. M. Watson, “Who multi-tasks and why? Multi-tasking ability, perceived multi-tasking ability, impulsivity, and sensation seeking”. PloS one, vol.8(1), 2013, pp.e54402.
[9] E. Ophir, C. Nass, and A. D. Wagner, “Cognitive control in media multitaskers”. Proceedings of the National Academy of Sciences, vol.106(37), 2009, pp.15583-15587.
[10] D. K. Duncan, A. R. Hoekstra, and B. R. Wilcox, “Digital devices, distraction, and student performance: Does In-Class cell phone use reduce learning?”. Astronomy education review, vol.11(1), 2012, pp.010108.
[11] P. Moskal, C. Dziuban, and J. Hartman, “Blended learning: A dangerous idea?”. The Internet and Higher Education, vol.18, 2013, pp.15-23.
[12] F. Sana, T. Weston, and N. J. Cepeda, “Laptop multitasking hinders classroom learning for both users and nearby peers”. Computers and Education, vol.62, 2013, pp.24-31.
[13] K. D. Su, “An Intensive ICT-Integrated environmental learning strategy for enhancing student performance”. International Journal of Environmental and Science Education, vol.6(1), 2011, pp.39-58.
[14] L. L. Bowman, L. E. Levine, B. M. Waite, and M. Gendron, “Can students really multitask? An experimental study of instant messaging while reading”. Computers and Education, vol.54(4), 2010, pp.927-931.
[15] E. Wood, L. Zivcakova, P. Gentile, K. Archer, D. De Pasquale, and A. Nosko, “Examining the impact of off-task multi-tasking with technology on real-time classroom learning”. Computers and Education, vol.58(1), 2012, pp.365-374.
[16] A. D. Froese, C. N. Carpenter, D. A. Inman, J. R. Schooley, R. B. Barnes, P. W. Brecht, and J. D. Chacon, “Effects of classroom cell phone use on expected and ectual learning”. College Student Journal, vol.46(2), 2012, pp.323-332.
[17] J. H. Kuznekoff, and S. Titsworth, “The impact of mobile phone usage on student learning”, Communication Education, vol.62(3), 2013, pp.233-252.
[18] H. Pashler, S. H. Kang, and R. Y. Ip, (2013). “Does multitasking impair studying? Depends on Timing”. Applied Cognitive Psychology, vol.27(5), pp.593-599.
[19] L. D. Rosen, A. F. Lim, L. M. Carrier, and N. A. Cheever, “An empirical examination of the educational impact of text message-induced task switching in the classroom: Educational implications and strategies to enhance learning”. Psicología Educativa, vol.17(2), 2011, pp.63-177.
[20] R. L. Bannerman, E. V.Temminck, , and A. Sahraie, “Emotional stimuli capture spatial attention but do not modulate spatial memory”. Vision research, vol.65, 2012, pp.12-20.
[21] M. Chan, and A. Singhal, “The emotional side of cognitive distraction: implications for road safety”. Accident Analysis and Prevention, vol.50, 2013, pp.147-154.
[22] E.A. Kensinger, and S. Corkin, “Memory enhancement for emotional words: are emotional words more vividly remembered than neutral words?”, Memory and Cognition vol.31, 2003, pp.1169-1180.
[23] T. Sharot, E.A. Phelps, “How arousal modulates memory: disentangling the effects of attention and retention”. Cognitive, Affective, and Behavioral Neuroscience, vol.4, 2004, pp.294-306.
[24] D. Talmi, A.K. Anderson, L. Riggs, J.B. Caplan, and M. Moscovitch, “Immediate memory consequences of the effect of emotion on attention to pictures”. Learning and Memory, vol.15, 2008, pp.172-182.
[25] J. M. Kraushaar, and D. C. Novak, “Examining the effects of student multitasking with laptops during the lecture”. Journal of Information Systems Education, vol.21, 2010, pp.241-251.
[26] B. S. Bloom, M. D. Engelhart, E. J. Furst, W. H. Hill, and D. R. Krathwohl, Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain. New York, Longmans, Green. 1956.
[27] D. R. Krathwohl, “A revision of bloom's taxonomy: An overview”, Theory into Practice, vol.41(4), 2002, pp.212-218.
[28] T. Gavrilova, E. Strakhovitch, and I. Leshcheva, “Ontologies for project management teaching”. Joint Proceedings of the Work-in-Progress Poster and Invited Young Researcher Symposium at the 18th International Conference on Computers in Education. Putrajaya, Malaysia, 2010, pp.7-9.
[29] I. Leshcheva, D. Gorovaya, and D. Leshchev, “Ontology-based Assessment Technique”, Proceedings of the 2nd International Workshop on Semantic Web Applications in Higher Education (SemHE'10), Southampton, UK. 2010, November-December. Retrieved from http://eprints.soton.ac.uk/271753/1/semhe10-leshcheva-et-al.pdf
[30] P. R. Pintrich, D. A. F. Smith, T. Garcia, and W. J. McKeachie (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Report n° NCRIPTAL-91-B-004. Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
International Journal of Science and Engineering Investigations, Volume 4, Issue 43, August 2015 69
www.IJSEI.com Paper ISSN: 2251-8843 ID: 44315-10
[31] R. T. Taylor, Review of the motivated strategies for learning questionnaire (MSLQ) using reliability generalization techniques to assess scale reliability (Doctoral dissertation, Auburn University), 2012.
[32] Kivinen, K., Assessing motivation and the use of learning strategies by secondary students in three international schools. Tampere University Press, 2003.
[33] K. Foerde, B. J. Knowlton, and R. A. Poldrack, “Modulation of competing memory systems by distraction”. Proceedings of the National Academy of Sciences, vol.103(31), 2006, pp.11778-11783.
[34] R. E. Mayer, and R. Moreno, “Nine ways to reduce cognitive load in multimedia learning”. Educational psychologist, vol.38(1), 2003, pp.43-52.
[35] S. Y. Mousavi, R. Low, and J. Sweller, “Reducing cognitive load by mixing auditory and visual presentation modes”. Journal of educational psychology, vol.87(2), 1995, pp.319-334.
[36] C.D. Wickens, and J.G. Hollands, Engineering psychology and Human Performance (third ed.). Upper Saddle River, NJ: Prentice-Hall. 2000.

Thank you for copying data from http://www.arastirmax.com