Changing counterproductive beliefs about attention, memory, and multitasking: Impacts of a brief, fully online module

Abstract

Ubiquitous mobile technology is part of contemporary life, bringing with it the potential for distraction and reduction in performance associated with multitasking. The predisposition toward dysfunctional multitasking may be shaped in part by beliefs that individuals hold about memory and attention. The issue is particularly pressing for college students, given established links between distraction, multitasking, and learning. This project assessed the impact of an online learning module on beliefs about attention, memory, and learning in college students. It also contrasted these beliefs in a college and non-college community sample. Significant reductions in counterproductive beliefs were associated with completing the module; counterproductive beliefs were also no more prevalent in the college vs. the non-college sample.Our findings suggest that brief online modules are a practical way to address counterproductive beliefs related to multitasking with technology, and add to the literature on metacognition, attention, and multitasking in college and non-college populations. K E Y W O R D Sattention, memory, multitasking, online learning

Exploring the Impact of Universal Design for Learning Supports in an Online Higher Education Course

“…As the impact of the use of ubiquitous technologies like smartphones, laptops, and tablets remains widely unknown, and despite the spirited conversations of the drawbacks digital and media multitasking, multitasking with devices remains a common practice amongst 21 st century learners (Miller et al, 2020). The results of the current study indicate that integrating the UDL framework into an online higher education course supported students' attention, helped eliminate distraction roadblocks, provided relevance to learning, and changed students' beliefs about attention, memory, and multitasking.…”

“…The researchers received permission to conduct the study from the institution's Institutional Review Board (IRB), and the study participants were asked to sign a consent and were informed that their participation in this study was voluntary. The participants were also advised that they could withdraw from the study at any time and that their responses would remain confidential.The learning activities, called "Attention Matters!," designed by Miller et al (2020) to address growing concerns about distraction and learning, were integrated into the Canvas learning management system throughout weekly course modules. The activities were organized into three separate units.…”

“…These activities integrated change blindness and the Stroop effect (1935). Change blindness is a phenomenon that involves changes in visual scenes that take place across some type of interruption such as a brief flicker of a gray field across the scene (Miller et al, 2020). Miller suggests that change blindness is an attentional phenomenon that is unlikely to occur when it is known what the scene is about or what important action is taking place.…”

“…The checkpoints identified by the UDL framework for the engagement, representation, and action and expression domains contributed to the conceptual framework for this research project. Attention, memory, and multitasking activities were selected because these areas of cognition aligned well with the guidelines on which the UDL framework was developed (Miller et al, 2020;Miller, 2014).…”

Çevrimiçi Ödevlerde Dikkat Dağılması Ölçeğinin Türkçeye Uyarlanması

“…Öğrenme ortamlarında teknoloji kaynaklı dikkat dağılmasına karşı strateji oluşturmak hayati önem taşımaktadır (Montelongo ve Eaton, 2020). Öğrenme performansları üzerindeki etkisi göz önünde bulundurulduğunda bu duruma çözüm bulunması önemlidir (Miller, Doherty, Butler ve Coull, 2020). Öğrencilerin çevrimiçi ödevleri yapmalarının sağlanması ve erteleme davranışlarının azaltılmasında etkili faktörlerin belirlenmesi önemlidir (Kokoç ve diğerleri, 2021).…”