دانلود رایگان مقاله تاثیر برجسته حواس پرتی ناشی از نگاه با دقت در فراخوان سخنرانی

Abstract

In two experiments, we recorded participants' direction of gaze as they watched a lecture video while a nearby researcher (sitting in-view of the participant) either: (a) attentively watched the lecture video with their laptop turned off (no distraction), (b) read through a research article on their laptop (Low Saliency distraction), or (c) watched a soccer match on their laptop with muted volume (High Saliency distraction). After the lecture video, a test was given to gauge memory of lecture content. In Experiment 1, an analysis of direction of gaze revealed that participants were objectively more distracted with increasing levels of distractor saliency. However, no differences between saliency conditions were found in retention for lecture content. These results were replicated in Experiment 2, in which we administered a different repertoire of lecture-content questions. Findings are discussed in terms of the ability to strategically and opportunistically engage with lecture content, the availability of multiple cognitive-resource pools, and the varying impact that multitasking in the classroom might have on the user and nearby peers.

5. General discussion

In the two experiments presented here, we have built on previous work examining the impact of peer-induced distraction in the classroom by (1) monitoring participants' direction of gaze while they watched a lecture video and (2) manipulated the type of information presented on a nearby peer's laptop. In doing so, we examined whether varying the saliency of distracting information on a nearby peer's laptop lead to changes in; (a) the capture of a participant's overt spatial attention while watching a lecture video; (b) memory for the lecture; and (c) subjective reports of feelings of distraction, difficulty remembering lecture information, and mind wandering. We found that participants spent significantly more time looking at the researcher's laptop, and less time attending to the lecture, when the researcher was engaged in lecture-unrelated activities compared to when the researcher was on-task. This was particularly the case when the distraction present on the researcher's laptop was highly salient (i.e., when they were watching a soccer match). These objective indices of distraction were corroborated by participants' self-reports of distraction, and are consistent with previous findings by Sana et al. (2013) where participants reported feeling more distracted when a peer was multitasking. Unlike previous studies, however, we found no effect of distraction on memory for the lecture content.