Digital Distraction: Shedding Light on the 21st-Century College Classroom

2017 ◽  
Vol 46 (3) ◽  
pp. 363-378 ◽  
Author(s):  
Lynn S. Aaron ◽  
Talia Lipton
Keyword(s):  
College Students ◽  
21St Century ◽  
Learning Activity ◽  
College Classroom ◽  
Short Term ◽  
Digital Device ◽  
Digital Devices ◽  
Term Retention ◽  
Device Use ◽  
Relevant Material

It is not uncommon to walk into a college classroom and find all heads bowed down to a flashing screen and the room . . . silent. While digital devices can certainly support learning, what about when they are a distraction? This study explored this 21st-century phenomenon from two perspectives: Does the use of a device for nonacademic purposes during a learning activity interfere with learning? Does the classroom policy about digital device use play a role? A total of 351 college students from 20 classes participated in this study. Short-term retention was checked: A video on educationally relevant material was shown followed by a brief quiz on that material. The results are informative for both factors—multitasking and policy effectiveness.

Effect of Technostress on academic productivity- E-engagement through persuasive communication

2022 ◽  
Vol 30 (5) ◽  
pp. 0-0
Keyword(s):  
Mobile Phones ◽  
Paradigm Shift ◽  
Persuasive Communication ◽  
Academic Productivity ◽  
Digital Device ◽  
Digital Devices ◽  
Team Projects ◽  
Device Use ◽  
Management Students

The focus of most of the existing studies on technostress is with regard to working professionals. In spite of the explosion of digital device use in education, not many studies have identified its effects on students. This study examines the presence of technostress among management students aged 22-29 years. Using a sample of 300+ students of a management college of India, this study validates the technostress instrument. With the pandemic, education has seen a paradigm shift. Sessions including classes, interactions, discussions, team projects, assignments, examinations, have gone online and this has ushered the compulsion of spending more time with technology and digital devices (laptops, mobile phones, desktop etc). It examines the effect of technostress on academic productivity of students. The study further explores the students’ expectations from the college to control their technostress, thereby indicating the need of enhancing e-engagement through persuasive communication.

scholarly journals Cognitive Function and Digital Device Use in Older Adults Attending a Memory Clinic

2019 ◽  
Vol 5 ◽  
pp. 233372141984488 ◽  
Author(s):  
Ya-Huei Wu ◽  
Manon Lewis ◽  
Anne-Sophie Rigaud
Keyword(s):  
Older Adults ◽  
Cognitive Function ◽  
Short Term Memory ◽  
Daily Basis ◽  
Memory Clinic ◽  
Digital Device ◽  
Significant Group ◽  
Digital Devices ◽  
Device Use ◽  
Touchscreen Device

This study investigated cognitive function in relation to the use of a computer and a touchscreen device among older adults attending a memory clinic. The entire sample ( n = 323) was categorized into four profiles, according to the frequency of digital device use (either daily or non-daily usage). Results showed that on a daily basis, 26% of the sample used both a computer and a touchscreen device, 26.9% used only a computer, 7.1% used only a touchscreen device, and 39.9% used neither type of digital device. There were significant group differences on age, education, and clinical diagnosis ( p < .001). Non-daily users of digital devices had significantly lower performance, compared with daily users of both types of digital device, on measures of global cognitive function, processing speed, short-term memory, and several components of executive function ( p < .001). Falling behind with regard to the use of digital devices might reflect underlying poor cognitive capacities.

Comparative Effects of Three Sequences of Moves for Teaching Selected Mathematical Concepts to College Students

1976 ◽  
Vol 7 (5) ◽  
pp. 276-289
Author(s):  
Robert Catanzano ◽  
Wanda Godwin
Keyword(s):  
College Students ◽  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Elementary Teacher ◽  
Retention Test ◽  
Short Term ◽  
Mathematical Concepts ◽  
Low Level ◽  
Term Retention ◽  
High Level

Thirty undergraduate students enrolled in a mathematics course for the elementary teacher were randomly assigned to three experimental groups. Each group was taught three unrelated mathematical concepts by one of three different sequences of instructional moves--a characterization-exemplification (CE) sequence, an exemplification-characterization-exemplification (ECE) sequence, or an exemplification-characterization-exemplification (interrogative) (ECEI) sequence. The purpose was to determine the effects of these three sequences on immediate acquisition and short-term retention of the concepts. Applying the analysis of variance to a randomized blocks design revealed that for certain concepts: (a) the CE sequence was more effective than either the ECE or the ECEI sequence on an immediate acquisition subtest containing low level items, (b) the ECE sequence was more effective than the CE sequence on a short-term retention test containing high level items, and (c) both the CE and the ECE were more effective on an immediate acquisition test containing high level items. No other significant differences on any of the criterion tests were found.

Correlation between handheld digital device use and asthenopia in Chinese college students: a Shanghai study

2018 ◽  
Vol 97 (3) ◽  
pp. e442-e447 ◽  
Author(s):  
Yupeng Xu ◽  
Guoying Deng ◽  
Weiheng Wang ◽  
Shuyu Xiong ◽  
Xun Xu
Keyword(s):  
College Students ◽  
Digital Device ◽  
Chinese College Students ◽  
Device Use

Levels of Processing and the Retention of Word Meanings

1989 ◽  
Vol 68 (3_suppl) ◽  
pp. 1123-1128 ◽  
Author(s):  
Dorothy A. Flannagan ◽  
Kenneth A. Blick
Keyword(s):  
College Students ◽  
Semantic Processing ◽  
Distractor Task ◽  
Short Term ◽  
Word Meanings ◽  
Term Retention ◽  
Long Term Retention ◽  
Reference Processing ◽  
Self Reference

The effect of three encoding techniques, rote, semantic, and self-reference, on short-term and long-term retention levels of the meanings of unfamiliar vocabulary words was examined. 72 college students participated in the experiment, with 24 students in each encoding group Ail participants viewed 20 target words and their definitions for 30 sec. Rote subjects were instructed to write just the word and its definition, semantic subjects were told to use the word in a sentence, and self-reference subjects wrote how the word might or might not describe themselves. After a 5-min. distractor task, subjects were tested on the recall of the definitions of those words. A retest was administered after 1 wk. As hypothesized, self-reference processing produced significantly higher retention than semantic processing, and semantic processing produced higher retention than rote processing. Encoding by self-reference was the most successful strategy for processing the meanings of unfamiliar nouns and adjectives.

scholarly journals Digital device use and primary headache in college students in the pandemic context

2021 ◽  
Author(s):  
Lara Maria de Oliveira Paiva Freitas ◽  
Isadora Mônica Ponte de Oliveira ◽  
Victor Oliveira Araújo ◽  
Júlio Santos
Keyword(s):  
Electronic Devices ◽  
Primary Headache ◽  
Digital Device ◽  
Cross Sectional ◽  
Digital Devices ◽  
High Workload ◽  
Consistent Increase ◽  
The Subject ◽  
Device Use ◽  
Sleep Alterations

Introduction: The increased use of devices during the SARS-CoV-2 pandemic is noteworthy. The democratization of technological products caused a significant increase an its use by the population across the globe. This has caused a consistent increase in the appearance of some diseases among users of those devices. Thus, a concern arises about the student context and its high workload online during the pandemic. Objective: Analyze the association between the use of digital devices and the incidence of headache among students during the pandemic. Design and setting: A literature review was conducted on the topic. Methods: We included 15 original articles in English and Portuguese from MEDLINE, Pubmed, and Google Academic databases, selected from 2011 to 2021. Results: In cross-sectional studies, reports of headache were higher in individuals who use digital devices frequently compared to those who do not use them, and migraine attacks with aura and use of analgesics were more recurrent in the first group. Several causal mechanisms between headache and the use of digital devices have already been proposed, such as exposure to electromagnetic fields, neck posture, stress and sleep alterations without, however, having any evidence. Conclusion: We conclude that the excessive use of electronic devices can increase the incidence and duration of headache. However, the literature on the subject is still limited. Therefore, there is an urgent need for research that controls exposure to digital devices in order to analyze the causal relationship between electronic devices and headache.

scholarly journals Perceived Stress and Cyberloafing among College Students: The Mediating Roles of Fatigue and Negative Coping Styles

2021 ◽  
Vol 13 (8) ◽  
pp. 4468
Author(s):  
Yan Chen ◽  
Hong Chen ◽  
Frank Andrasik ◽  
Chuanhua Gu
Keyword(s):  
College Students ◽  
Perceived Stress ◽  
Coping Styles ◽  
Mediating Effect ◽  
Self Report ◽  
Mediating Role ◽  
Digital Devices ◽  
Educational Environments ◽  
Negative Coping ◽  
Stress Fatigue

Cyberloafing has increasingly attracted the attention of scholars because of the widespread use of digital devices in educational environments. This research was conducted to investigate the roles of fatigue and negative coping styles in mediating the relationship between perceived stress and cyberloafing. A total of 730 undergraduates (reduced to 716 due to incomplete data) completed self-report questionnaires measuring perceived stress, fatigue, negative coping styles, and cyberloafing. Perceived stress was shown to be a significant predictor of cyberloafing. Furthermore, negative coping styles played a unique mediating role and fatigue and negative coping styles exerted a sequential mediating effect on the association between perceived stress and cyberloafing. We envision the findings as being helpful in guiding educators develop interventions for minimizing cyberloafing by college students and its disrupting effects.

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