How the Second Screens Change the Way People Interact and Learn: The Effects of Second Screen Use on Information Processing

Autor/inn/en	Shin, Dong-Hee; An, Hyeri; Kim, Jang Hyun
Titel	How the Second Screens Change the Way People Interact and Learn: The Effects of Second Screen Use on Information Processing
Quelle	In: Interactive Learning Environments, 24 (2016) 8, S.2058-2079 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1076851
Schlagwörter	Cognitive Processes; Search Strategies; Attention Control; Learning Processes; Emotional Development; Anxiety; Correlation; Recognition (Psychology); Comparative Analysis; Predictor Variables; Telecommunications; Handheld Devices; Computer Software; College Students; Information Technology; Student Attitudes; Foreign Countries; Emergency Programs; Crisis Management; Web Sites; Animation; Video Technology; Statistical Analysis; Teaching Methods; Control Groups; Hypothesis Testing; Factor Analysis; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Suchstrategie; Aufmerksamkeitstest; Learning process; Lernprozess; Gefühlsbildung; Angst; Korrelation; Recognition; Wiedererkennen; Prädiktor; Telekommunikationstechnik; Collegestudent; Informationstechnologie; Schülerverhalten; Ausland; Hilfsprogramm; Krisenmanagement; Web-Design; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Hypothesenprüfung; Hypothesentest; Faktorenanalyse
Abstract	The use of a second screen can enhance information processing and the execution of search tasks within a given period. In this study, we examined the learner's attentional shift (AS) between two screens and controlled secondary tasks (STs) in the media multitasking setting and its effect on the learning process. In particular, we analyzed how cognitive and emotional learning effects can be explored depending on the role of this setting. A between-subject experiment was conducted with 69 participants (simultaneous vs. sequential use of a second screen in terms of open versus closed STs). The findings showed that there was a greater difference in emotional learning effects than in cognitive learning effects for participants who used a second screen. In terms of estimated emotional learning effects of media multitasking, participants engaged in sequential use demonstrated lower anxiety levels and higher competence beliefs during learning compared to participants who were engaged in simultaneous use. Moreover, an interaction effect occurred in the AS between the two screens and in controlled STs of recognition memory. These results indicate that attentional change and controlled STs are key predictors of learning effects in the media multitasking environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01