How Digital Distractions Influence Learner Information Processing

The use of digital technologies in the classroom continues to rise as more students take lecture notes on laptops rather than pen and paper. In addition, digital technologies can greatly influence student behavior. Indeed, these devices can lead students to engage in unrelated online activities during a lecture. Obviously, these activities can have negative consequences on student learning. This chapter aims to provide an understanding to how digital distraction influences learners' information processing. First, this chapter will present how students process instructional material and explore effective strategies for high-quality learning. Second, this chapter will investigate how digital distraction disturbs information processing based on the cognitive load theory and contiguity principle. Third, this chapter will focus on the effects of digital distraction on student notes and learning. Fourth, this chapter will offer recommendations for curbing digital distraction.

EXPRESS: High Bladder Pressure Reduces the Ability to Filter Out Interference From Distractors in Low Perceptual Load Condition

According to the load theory of attention, an active cognitive control mechanism is needed to ensure that behavior is controlled by target-relevant information when distractors are also perceived. Although the active cognitive control mechanism consists of working memory, cognitive flexibility, and inhibition components, predictions regarding the load effects of this mechanism were derived mostly from studies on working memory. We aimed to test whether these predictions are also valid for an inhibition component. The inhibitory load was manipulated physiologically by creating different bladder pressure and its effects on distractor interference were examined under low and high perceptual load conditions. Results indicated that the availability of inhibitory control resources was important for decreasing the interference of distractors in the low perceptual load condition and that the high perceptual load reduced the effects of distractors independently from the availability of inhibitory resources. Results were consistent with the predictions of load theory, and to the best of our knowledge, the study provided the first piece of evidence in terms of the load effect of inhibition component on distractor interference.

JARET: A Human Assistive A.I. Agent for Goal Review and Time Management

Many students do not set goals or plan their time weekly (due to lack of ability, perceived difficulty, and other reasons) resulting in procrastination, stress, and lower academic performance. This paper presents the design methodology and considerations for a human assistive AI agent that helps students review and plan for study goals, reducing a large abstract problem into a set of simpler review tasks. J.A.R.E.T. (Just A Recommender Engine for Time) uses key principles from Self-Regulated Learning and Cognitive Load Theory in an interactive system that guides students through focused goal review and planning tasks, then uses a constraint satisfaction AI agent to assemble a proposed calendar schedule designed to help achieve the student’s goals. The AI agent uses hard and soft constraints with a value function designed and searches for a best fit that follows constraints while trying to also fit student preferences. Results show that the design is able to reliably build recommended solutions when constraints and preferences are reasonable and not overly restrictive.

Teaching the technical performance of bronchoscopy to residents in a step-wise simulated approach: factors supporting learning and impacts on clinical work – a qualitative analysis

Background The ability to perform a bronchoscopy is a valuable clinical skill for many medical specialities. Learning this skill is demanding for residents, due to the high cognitive load. Lessons learned from cognitive load theory might provide a way to facilitate this learning. The aim of this study was to investigate residents’ perception of factors that support and hinder learning, as well as outcome and acceptance of a workshop on flexible bronchoscopy. Methods Three half-day workshops were designed to teach 12 residents the basics of handling a flexible bronchoscope. They consisted of four phases that alternated between short theoretical aspects and longer practical situations. The practical phases focussed initially on manoeuvring a bronchoscope through holes in panels inside a box, and then on examination and practice using a three-dimensional printed model of the bronchial tree. Afterwards, three audio- and video-recorded focus groups were conducted, transcribed and coded, and underwent reflexive thematic analysis. Results Analysis of the focus groups defined two themes: (1) factors that supported a safe and positive learning environment were optimised for intrinsic load, simulated setting, absence of pressure, dyad practice (working in pairs), small group sizes and playful learning; and (2) impacts on clinical work were perceived as high levels of learning and improved patient safety. The residents did not report factors that hindered their learning. Some suggestions were made to improve the set-up of the wooden box. Conclusions The half-day workshop was designed according to several factors, including cognitive load theory in a simulated setting, and creation of a safe and positive learning environment. The residents perceived this as supporting learning and patient safety. Further studies can be designed to confirm these results in a quantitative setting. Trial registration This study was not interventional, therefore was not registered.

EXPRESS: The role of perceptual and cognitive load on inattentional blindness: a systematic review and three meta-analyses

The inattentional blindness phenomenon refers to situations where a visible but unexpected stimulus remains consciously unnoticed by observers. This phenomenon is classically explained as the consequence of insufficient attention, because attentional resources are already engaged elsewhere or vary between individuals. However, this attentional-resources view is broad and often imprecise regarding the variety of attentional models, the different pools of resources that can be involved in attentional tasks and the heterogeneity of the experimental paradigms. Our aim was to investigate whether a classic theoretical model of attention, namely the Load Theory, could account for a large range of empirical findings in this field by distinguishing the role of perceptual and cognitive resources in attentional selection and attentional capture by irrelevant stimuli. Since this model has been mostly built on implicit measures of distractor interference, it is unclear whether its predictions also hold when explicit and subjective awareness of an unexpected stimulus is concerned. Therefore, we conducted a systematic review and meta-analyses of inattentional blindness studies investigating the role of perceptual and/or cognitive resources. The results reveal that, in line with the perceptual account of the Load Theory, inattentional blindness significantly increases with the perceptual load of the task. However, the cognitive account of this theory is not clearly supported by the empirical findings analyzed here. Furthermore, the interaction between perceptual and cognitive load on inattentional blindness remains understudied. Theoretical implications for the Load Theory are discussed, notably regarding the difference between attentional capture and subjective awareness paradigms, and further research directions are provided.

Applying Constructivism in Neurodiverse Classrooms

Cognitive development theories differ on how young students can meaningfully process new information and retain that information for future knowledge-building through scaffolding within their zone of proximal development. More traditional theories like the cognitive load theory adhere to the rote memorization approach by categorizing students as passive learners and the teachers as initiators who provide information in a structured, often rigid format, to be stored and retrieved for future application using their working memory. In contrast, the more progressive theories, like constructivism, are premised on the belief that students should proactively initiate their own learning while teachers act more as facilitators. The current trend in government policy under ESSA is to embrace the latter approach in the classroom, which is also more inclusive of all types of students, especially neurodiverse students. Moreover, teachers can utilize the wider range of assistive technology tools to accommodate and support their students’ unique learning styles.

Cognitive Load Theory: An Applied Reintroduction for Special and General Educators

There are numerous reasons why students with disabilities struggle in school. A key reason is professionals in the field may not pay enough attention to students’ overwhelmed cognitive capacity. Cognitive load theory explains that all humans have limited capacity at any given time to use their auditory, visual, and tactile inputs (independently or collectively) to acquire new information and store it in long-term memory. When available cognition is overwhelmed – which can be caused by any number of reasons – learning cannot occur. In this article, we introduce the key aspects of cognitive load theory and give specific examples of how special educators can use this information to shape their instruction to support students’ unique needs.