Literaturnachweis - Detailanzeige
| Autor/in | Sorrels, Jeffrey David |
|---|---|
| Titel | Combating Digital Distractions: Relationships among Accessibility, Anxiety, Frequency of Cell Phone Use, and Cognitive Learning among College Students |
| Quelle | (2018), (98 Seiten)
PDF als Volltext Ed.D. Dissertation, Lamar University - Beaumont |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4386-9849-9 |
| Schlagwörter | Hochschulschrift; Dissertation; College Students; Telecommunications; Handheld Devices; Incidence; Anxiety; Memory; Recall (Psychology); Use Studies; Correlation; Attention |
| Abstract | Technology can improve the educational experience of college students but also serves as a distraction both for students and those around them. This study applied marginal value theorem to the problem of cell phone use in the college classroom. 144 college students were placed in a simulated classroom and their technology use was observed and the participants also completed a four part instrument. Variance was measured between three groups of participants: those whose cell phones were placed at the front of the room, those who had their phones placed in a bag or under their desk, and those who had their phones placed face down on their desk. Frequency of use, anxiety, and performance on a memory recall test were measured and analyzed for differences. Additionally, these dependent variables were analyzed for correlation. Significant variance was identified in frequency of use and performance on a memory recall test, but there was not a significant variance between groups on a measure of anxiety. Additionally, there was a significant correlation between all of the dependent variables: frequency of use, anxiety, and performance on a memory recall test. Taken together, these findings suggest that the accessibility of a device contributes to the frequency of cell phone use and cognitive learning, but does not influence anxiety. Further, these findings support previous findings that suggest students who use their phones more perform poorer on academic measures. Higher education instructors and administrators should enact policies to mitigate these harmful effects. Future research should continue to explore marginal value theorem and optimal foraging theories to better understand cell phone use in the college classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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