Screen distractions during Memrise MALL experience: Course-of-action study on students’ performance and perception

Azwar Abidin
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引用次数: 1

Abstract

This study employed Course-of-Action methodology in a mixed-methods approach to examine the impact of screen distractions on Memrise MALL experience in an EFL flipped classroom setting. An Exploratory Sequential Design was utilized to analyze the two-week Memrise MALL experience and its impact on the screen behaviors of 46 Indonesian first-year university students. Descriptive and nonparametric inferential statistics were employed to analyze the quantitative data, while confrontative interview data were transcribed and encoded using in vivo coding to mark key phrases in the participants' comments. Results of the study indicated that social media and entertainment apps were the most common type of distraction and that these distractions had a detrimental effect on task performance. The participants expressed their appreciation for the customizable learning experience and found the app layouts and gamification features were encouraging; however, they found it challenging to switch between multiple tabs or windows on a mobile screen. There was a small correlation between total screen distractions and total vocabulary learned, as well as a strong correlation between total screen distractions and the total time spent on the task.
Memrise MALL体验中的屏幕干扰:对学生表现和感知的行动过程研究
本研究采用混合方法研究屏幕干扰对英语翻转课堂记忆体验的影响。采用探索性序贯设计分析了46名印尼一年级大学生为期两周的Memrise MALL体验及其对屏幕行为的影响。定量数据采用描述性统计和非参数推理统计进行分析,对抗性访谈数据采用体内编码进行转录和编码,以标记参与者评论中的关键短语。研究结果表明,社交媒体和娱乐应用程序是最常见的分心类型,这些分心对任务表现有不利影响。参与者对可定制的学习体验表示赞赏,并发现应用布局和游戏化功能令人鼓舞;然而,他们发现在手机屏幕上切换多个选项卡或Windows是很困难的。总屏幕干扰与学习的总词汇量之间有很小的相关性,而总屏幕干扰与花在任务上的总时间之间有很强的相关性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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