Quan Chen, Zheng Yan, Mariola Moeyaert, Robert Bangert-Drowns
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引用次数: 0
摘要
由于注意力在学习活动(如听课和阅读教科书)和非任务活动(如发短信和聊天)之间的分配和转换,学习中的手机分心现象被广泛观察到。在过去的 30 年中,数百项实证研究对这种分心现象进行了调查,得出了大量但不确定的结论。在两项有影响力的荟萃分析(Liu等人,2017年;Kates等人,2018年)的基础上,本荟萃分析旨在系统地综合27项随机对照实验的证据,共计55个效应大小和2245名参与者,首次精确估计手机分心对学生即时回忆得分的影响。研究得出的结论是:手机分心(1)对即时回忆产生了总体中等程度的负面影响(Hedges's g = -0.65,95% CI [-0.81, -0.49]);(2)对讲课回忆产生了近乎较大程度的负面影响(Hedges's g = -0.70,95% CI [-0.81, -0.49])。70,95% CI [-.86,-.54]);(3)受性别的显著调节,但不受其他 10 个与研究特征和人口统计学变量相关的调节因子的显著调节;(4)不受出版偏差、离群研究和数据缺失的影响。本文讨论了这些发现和未来的研究。
Mobile multitasking in learning: A meta-analysis of effects of mobilephone distraction on young adults’ immediate recall
Mobilephone distraction in learning is a widely observed phenomenon due to dividing and switching attention between learning activities (e.g., attending lectures and reading textbooks) and off-task activities (e.g., texting and chatting). In the past 30 years, hundreds of empirical studies have examined this distraction and generated abundant but inconclusive findings. Built on two influential meta-analyses (Liu et al., 2017; Kates et al., 2018), this meta-analysis aimed to systematically synthesize evidence from 27 randomized controlled experiments, with a total of 55 effect sizes and 2245 participants, and precisely estimate the effect of mobilephone distraction on students' immediate recall scores for the first time. It is concluded that mobilephone distraction (1) causes an overall negative medium-sized effect on immediate recall (Hedges'g = −0.65, 95% CI [-0.81, −0.49]), (2) has a negative nearly-large-sized effect on lecture recall (Hedges's g = −0.70, 95% CI [-.86, -.54]), (3) is significantly moderated by gender but not by the 10 other moderators related to study features and demographical variables, and (4) is not distorted by publication bias, outlier studies, and missing data. These findings and future studies are discussed.
期刊介绍:
Computers in Human Behavior is a scholarly journal that explores the psychological aspects of computer use. It covers original theoretical works, research reports, literature reviews, and software and book reviews. The journal examines both the use of computers in psychology, psychiatry, and related fields, and the psychological impact of computer use on individuals, groups, and society. Articles discuss topics such as professional practice, training, research, human development, learning, cognition, personality, and social interactions. It focuses on human interactions with computers, considering the computer as a medium through which human behaviors are shaped and expressed. Professionals interested in the psychological aspects of computer use will find this journal valuable, even with limited knowledge of computers.