Literaturnachweis - Detailanzeige
| Autor/inn/en | Rosegard, Erik; Wilson, Jackson |
|---|---|
| Titel | Capturing Students' Attention: An Empirical Study |
| Quelle | In: Journal of the Scholarship of Teaching and Learning, 13 (2013) 5, S.1-20 (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1527-9316 |
| Schlagwörter | Experimental Groups; Control Groups; College Students; Lecture Method; Retention (Psychology); Motivation Techniques; Learner Engagement; Novelty (Stimulus Dimension); Memory; Arousal Patterns; Teaching Methods; Comparative Analysis; Semantic Differential; Teacher Behavior; Poetry; Puzzles; Stimuli; Attention; Humor; California |
| Abstract | College students ("n" = 846) enrolled in a general education course were randomly assigned to either an arousal (experimental) or no-arousal (control) group. The experimental group was exposed to a topic-relevant, 90-second external stimulus (a technique used to elevate arousal and focus attention). The control group listened to the instructor take roll. Both groups then listened to the same 30-minute lecture followed by an exam. An independent-samples t-test found a significant difference in exam scores measuring information retention between arousal (M = 13.36, SD = 1.5) and no-arousal (M = 12.85, SD = 1.4) conditions; "t" (844) = 5.20, "p" less than 0.001. Results suggest introducing a lecture with an external stimulus increases information retention. (As Provided). |
| Anmerkungen | Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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