How Distractions Undermine Attentional Synchronisation in Work-Based Learning: A Randomised Controlled Study Using Dual Mobile Eye-Tracking

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-05-22 DOI:10.1111/jcal.70059

Lion Sieg, Hendrik Eismann, Bertrand Schneider, Jan Karsten, Dogus Darici

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Abstract

Background

Research in social cognition suggests that learning effectiveness in teacher-learner pairs may be influenced by how well their attention aligns with each other. However, we currently have limited understanding of how common distractions in real-world environments affect teacher-student interactions, specifically the synchronisation of their visual attention.

Methods

This randomised controlled study investigates the impact of distractions on attentional synchronisation, learning performance, and cognitive load during training. A total of 29 medical students were randomly assigned to either a distraction group or a control group during a Transesophageal Echocardiography training in a simulation OR setting. Distractions were systematically induced in the experimental group, while attentional synchronisation was measured using a novel dual mobile eye-tracking technology.

Results

The distraction group demonstrated lower attentional synchronisation, compared to the control group (Mean = 41.59% ± 6.89% [SD] vs. 50.96% ± 10.59%; Bonferroni-corrected t(27) = −2.84, p = 0.008, Cohen's d = 1.06). This reduction in attentional synchronisation was accompanied by significantly poorer practical and visual performances (d = 0.87 and 0.62), longer task completion times (d = 2.05), and higher intrinsic and extraneous cognitive loads (d = 1.09 and 1.04).

Conclusions

These findings underscore the crucial role of attentional synchronisation in optimising work-based learning for complex clinical skills. Distractions in the learning environment disrupt the alignment of attention between teacher and learner, which impairs learning outcomes with substantial effect sizes. We outline several practical options to re-establish attentional synchronisation in distraction-rich learning environments.

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分心如何破坏工作学习中的注意力同步：一项使用双移动眼动追踪的随机对照研究

社会认知研究表明，师生对的学习效果可能受到他们的注意力相互协调程度的影响。然而，我们目前对现实环境中常见的干扰如何影响师生互动的理解有限，特别是他们视觉注意力的同步。方法本随机对照研究调查了训练过程中分散注意力对注意同步、学习表现和认知负荷的影响。29名医科学生在模拟手术室环境下接受经食管超声心动图训练，随机分为分心组和对照组。在实验组中，系统地诱导分心，同时使用一种新型的双移动眼动追踪技术来测量注意力同步。结果分心组的注意同步性低于对照组(Mean = 41.59%±6.89% [SD]: 50.96%±10.59%；Bonferroni-corrected t(27) =−2.84,p = 0.008,科恩的d = 1.06)。这种注意力同步性的降低伴随着较差的实际和视觉表现（d = 0.87和0.62），较长的任务完成时间（d = 2.05）以及较高的内在和外在认知负荷（d = 1.09和1.04）。这些发现强调了注意同步在优化复杂临床技能的基于工作的学习中的关键作用。学习环境中的干扰会破坏教师和学习者之间的注意力一致性，从而影响学习效果。我们概述了几个实际的选择，以重新建立注意力同步在分心丰富的学习环境。

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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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope