客观化课堂:研究自我客观化及其对虚拟课堂环境中的认知资源的影响
Leah R Savage1, Amelia C Couture Bue2
1Department of Communication & Journalism, University of Maine, 5724 Dunn Hall, Room 420, Orono, ME 04469, USA.
Body image
|July 10, 2023
概括
视频会议的自我视图设置可能会影响认知表现. 关闭或打开摄像头而没有自我视图,对女学生的数学考试成绩产生了不同的影响.
科学领域:
- 心理学 心理学 心理学
- 人与计算机的交互
- 认知科学 认知科学
背景情况:
- 视频会议平台 (例如,Zoom) 具有自视设置,可以持续监控外观.
- 这种持续的自我监测引发了人们对自我客观化的担忧,这与认知表现下降和潜在的学习障碍有关.
研究的目的:
- 研究不同视频会议摄像头设置对女大学生身体形象和认知表现的影响.
- 为了确定视频会议平台上的自我视图设置是否影响自我客观化,外表焦虑和认知任务结果.
主要方法:
- 167名女大学生被随机分配到三个条件之一:带有自我视图的摄像头,没有自我视图的摄像头或关闭摄像头.
- 参与者参与了一项协作任务,完成了自我客观化和外表焦虑的自我报告措施,并参加了标准化的数学测试.
主要成果:
- 在相机条件下,在状态自我客观化或外表焦虑方面没有发现显著差异.
- 与那些没有自视条件的摄像机参与者在数学测试中表现明显差,与那些摄像机关闭的人相比.
- 更高的特征自我客观化与增加的外表焦虑相关,但没有缓解摄像头设置对认知表现的影响.
结论:
- 视频会议摄像头设置,特别是自我视图的存在或不存在,可以有意义地影响认知表现.
- 虽然自我观看并没有增加状态的自我客观化,但它的缺失对认知任务的表现产生了负面影响,这表明虚拟存在和认知之间存在复杂的关系.
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