主动与被动的媒体多任务处理和讲座材料的内存
Jeremy Marty-Dugas1,2, Robert J McHardy3, Brandon C W Ralph1
1University of Waterloo, Psychology, Anthropology & Sociology Building, Room 2257, 200 University Avenue West Waterloo, ON, N2L 3G1, Canada.
Heliyon
|June 17, 2024
概括
在网上讲座期间通过玩游戏进行自愿的媒体多任务处理 (MMT) 并没有影响测试表现. 活跃组的MMT增加与较低的分数无关,这表明没有表现下降.
科学领域:
- 认知心理学 认知心理学
- 教育技术的教育技术
- 人与计算机的交互
背景情况:
- 媒体多任务处理 (MMT) 在数字环境中普遍存在,特别是在教育领域.
- MMT通常被认为是注意力不集中,但它对学习的影响需要进一步调查.
- 了解在线学习中的意志性MMT对于优化教育策略至关重要.
研究的目的:
- 在网上讲座中调查意志性媒体多任务处理对学习成果的影响.
- 为了比较积极参与二级媒体流的参与者和被动观察它的参与者之间的学习表现.
- 检查MMT的行为和自我报告措施与学业成绩之间的关系.
主要方法:
- 在一次异步在线讲座期间,222名参与者被随机分配到主动 (玩游戏) 或被动 (观看游戏) 状态.
- 媒体多任务是从行为 (花在二级媒体上的时间) 和主观 (自我报告) 方面衡量的.
- 在讲座结束后,通过多选择题测试来评估学习.
主要成果:
- 积极状态的参与者比被动状态的参与者表现出明显更高的媒体多任务行为 (更高的蛇时间百分比).
- 在主动和被动组之间没有发现自我报告的MMT或测试表现的显著差异.
- MMT措施和测试成绩之间的相关性是无关紧要的.
结论:
- 在在线讲座期间增加的多任务处理并没有导致学习表现的可测量下降.
- 与二级媒体流的行为参与并不一定等同于受损的学业成果.
- 这项研究表明,学习者可能能够在不影响他们对讲座材料的理解的情况下从事某种程度的自愿MMT.
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