The Impact of Modality on Mind Wandering during Comprehension

Kopp, Kristopher; D’Mello, Sidney K.

doi:10.1002/acp.3163

Cited by 18 publications

(16 citation statements)

References 39 publications

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“…Resources not used by the task often tend to be allocated to internal thought. As an example, Kopp and D'Mello (2016) compared the proportion of time spent MW (estimated from the proportion of positive responses to thought probes throughout the task) in online learners when learning materials (literary passages) were of higher cognitive demand (i.e., dual-processing channels, visual and auditory) relative to lower cognitive demand (i.e., single-channel, audio only or text only). The results revealed that MW was lowest in the dual-mode condition compared to audio-only, computer-paced reading, and self-paced reading conditions for fast readers.…”

Section: Running Head: Instructor Presence Effectmentioning

confidence: 99%

Instructor presence effect: Liking does not always lead to learning

Wilson

Martinez

Mills

et al. 2018

Computers & Education

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Online education provides the opportunity to present lecture material to students in different formats or modalities, however there is debate about which lecture formats are best. Here, we conducted four experiments with 19 to 68 year old online participants to address the question of whether visuals of the instructor in online video lectures benefit learning. In Experiments 1 (N = 168) and 2 (N=206) participants were presented with a lecture in one of three modalities (audio, audio with text, or audio with visuals of the instructor). Participants reported on their attentiveness -mind wandering (MW)throughout the lecture and then completed a comprehension test. We found no evidence of an advantage for video lectures with visuals of the instructor in terms of a reduction in MW or increase in comprehension,. In fact, we found evidence of a comprehension cost, suggesting that visuals of instructors in video lectures may act as a distractor. In Experiments 3 (N=88) and 4 (N=109) we explored learners' subjective evaluations of lecture formats across 4 different lecture formats (audio, text, audio+text, audio+instructor, audio+text+instructor). The results revealed learners not only find online lectures with visuals of the instructor more enjoyable and interesting, they believe this format most facilitates their learning. Taken together, these results suggest visuals of the instructor potentially impairs comprehension, but learners prefer and believe they learn most effectively with this format. We refer to as the Instructor Presence Effect and discuss implications for multimedia learning and instructional design.

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Section: Running Head: Instructor Presence Effectmentioning

confidence: 99%

Instructor presence effect: Liking does not always lead to learning

Wilson

Martinez

Mills

et al. 2018

Computers & Education

Self Cite

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show abstract

“…Results showed higher rates of MW in the audio only format, with no differences between the audio + text and self-paced reading conditions. These findings were considered in support of the executive resource hypothesis in that rates of MW increase when resources are available to attract attention away from the task towards taskunrelated thoughts and ideas (Kopp & D'Mello, 2016). Although the authors did not directly measure readers' interest, they found that the audio + text condition was the most beneficial to inhibit MW in supposed less interesting texts.…”

Section: Mw and The Impact Of Different Reading Materialsmentioning

confidence: 86%

“…Contrary to their expectations, the results showed that reading aloud produced more MW than silent reading. More recently, Kopp and D'Mello (2016) developed an experimental setting in which adult participants were exposed to three different conditions: reading at their own pace (self-paced reading), listening to an auditory presentation of the materials without any text (audio only), and reading a text with a concurrent presentation of a synchronized narration (audio + text).…”

Section: Mw and The Impact Of Different Reading Materialsmentioning

confidence: 99%

Text‐to‐speech applications to reduce mind wandering in students with dyslexia

Bonifacci

Colombini

Marzocchi

et al. 2021

Computer Assisted Learning

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Background: Mind wandering-that is, a shift in the contents of thought away from an ongoing task-can have detrimental consequences for students' reading comprehension. To date, no evidence is available on the effects of text-to-speech solutions on rates of mind wandering during reading.Objectives: The study aimed to evaluate the effects of text-to-speech technology on frequency of mind wandering and reading comprehension in young students with dyslexia (20) and typical development (50).Methods: Students were presented, on a personal computer, texts and comprehension questions in two modalities: self-paced silent reading and text-to-speech reading. Comprehension scores and mind wandering occurrence were considered. A battery of cognitive tasks and questionnaires on mind wandering and emotional traits was also included.Results: There were no differences in baseline rates of mind wandering between the two groups. In the text-to-speech condition, both groups showed better reading comprehension and reduced rates of mind wandering. Students with dyslexia were significantly more on task in the text-to-speech condition compared to the self-paced reading condition.Implications: These results suggest that text-to-speech might represent a reading solution that allows students with Dyslexia to diminish mind wandering during textto-speech reading.

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“…With the aid of the detection system, drivers can reacquire the FA state (centralized pattern) whenever the distributed pattern is detected. Future studies can further examine if this pattern also applies to tasks with different spatial, visual, or discourse demands and other modalities (e.g., auditory stimuli) [61].…”

Section: Applications and Future Workmentioning

confidence: 99%

When Eyes Wander Around: Mind-Wandering as Revealed by Eye Movement Analysis with Hidden Markov Models

Lee

Chen

Yeh

et al. 2021

Sensors

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Mind-wandering has been shown to largely influence our learning efficiency, especially in the digital and distracting era nowadays. Detecting mind-wandering thus becomes imperative in educational scenarios. Here, we used a wearable eye-tracker to record eye movements during the sustained attention to response task. Eye movement analysis with hidden Markov models (EMHMM), which takes both spatial and temporal eye-movement information into account, was used to examine if participants’ eye movement patterns can differentiate between the states of focused attention and mind-wandering. Two representative eye movement patterns were discovered through clustering using EMHMM: centralized and distributed patterns. Results showed that participants with the centralized pattern had better performance on detecting targets and rated themselves as more focused than those with the distributed pattern. This study indicates that distinct eye movement patterns are associated with different attentional states (focused attention vs. mind-wandering) and demonstrates a novel approach in using EMHMM to study attention. Moreover, this study provides a potential approach to capture the mind-wandering state in the classroom without interrupting the ongoing learning behavior.

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The Impact of Modality on Mind Wandering during Comprehension

Cited by 18 publications

References 39 publications

Instructor presence effect: Liking does not always lead to learning

Instructor presence effect: Liking does not always lead to learning

Text‐to‐speech applications to reduce mind wandering in students with dyslexia

When Eyes Wander Around: Mind-Wandering as Revealed by Eye Movement Analysis with Hidden Markov Models

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