Problem 3 - Digital Learning & Knowledge

Question 1

Digital natives

Answer 1

• digital natives >1984
• digital immigrants < 1984
• thought to be able to multitask + advanced technical skills = overestimated

Question 2

Consequences of overestimating digital natives

Answer 2

• assuming they have skills however they must be taught/learnt
• gap between digital natives and immigrants is not big and can be bridged
• digital literacy is important for both teachers and students
• education should not be change if digital natives dont exist
• multitasking is a myth

Question 3

Multitasking

Answer 3

The process of carrying out two or more information processes that require knowledge + information processing

Question 4

Media multitasking

Answer 4

• switching between media and learning
• may and elder 2018: reduces learning (especially meaningful learning)

Question 5

Bottleneck theory of attention

Answer 5

• multitasking is a myth
• Stimuli enters through a bottleneck = only one item can be processed at a time.

Question 6

Consequences of multitasking

Answer 6

1. Scattered attention hypothesis: brain manages mental resources + attention is limited + multitasking accelerates depletion of attention = poor performance. Very consistent
2. Trained attention hypothesis: frequent media use trains + improves cognitive control = switch between tasks better. Good validity

Question 7

Multitasking + Working memory theories

Answer 7

• limited capacity of WM predicts multitasking skills

Question 8

Multitasking in the classroom

Answer 8

• high texting: reduced score of 10.6%
• moderate texting: no difference compared to no texting
• longer it took to respond = better the performance
• supports bottleneck + scattered attention hypothesis
• only shows short-term effects

Question 9

Multitasking outside the classroom

Answer 9

• hinders application of appropriate learning strategies so reduces metacognition + self-regulation

Question 10

Consequences of multitasking

Answer 10

• necessary to educate students bout -ve effects
• technology should be used at the right time
• -ve effects:
  1. More mistakes
  2. Learning takes longer
  3. Low grades
  4. Less sensitive to visual changes
  5. False memories + slower in switching tasks
  6. Worse at self-regulation
  7. Less able to block out distractions
  8. Reduced grey matter density

Question 11

Implications

Answer 11

• classroom environment + structured/specific tasks needed
• complex tasks encourage laptops
• clear goals + motivation = less multitasking

Question 12

Graphics: multimedia principle

Answer 12

• learn better with pictures + text

Question 13

Types of graphics

Answer 13

1. Instructive graphics = relevant to subject + facilitates learning (stimulates germane CL)
2. Seductive graphics = not relevant but pleasing (stimulates extraneous CL)
3. Decorative graphics = neutral, not relevant (creates nice atmosphere without distracting)

Question 14

Effectiveness of the graphics:

Answer 14

1. Instructive: positive performance, positive satisfaction
2. Seductive: negative performance, positive satisfaction
3. Decorative: neutral performance, positive satisfaction

Question 15

Misconceptions

Answer 15

When a person thinks something is true when in reality its not

Question 16

Causes/origin of misconceptions

Answer 16

• interpretation
• expressions in language
• wrong cause-and-effect relationships
• media
• teachers

Question 17

Personal theories

Answer 17

• not based on science (but on personal data)
• help organize new information and make experiences logical

Question 18

Conceptual change

Answer 18

• The process of replacing existing theories/beliefs with another better theory/belief
• it involves breaking links creating isolated concepts

Question 19

Reasons why misconceptions are resistant to conceptual change

Answer 19

1. Existing beliefs > interpretation > new information
2. Consistent + well known information = stays
3. Confirmation bias: looking for information confirming the misconception
4. Science is hard to relate to everyday life.
5. Learners fail to notice incongruence
6. Emotional investment conflicts with culture, confidence, and wellbeing
7. Support from social environment

Question 20

Promoting conceptual change

Answer 20

1. Determining beliefs and misconceptions before
2. Learning the correct information meaningfully
3. Building on existing beliefs
4. Revising current ways of thinking
5. Comparing existing beliefs with alternatives
   - both the correct and misconception beliefs should be in the WM at the same time.
   - refutation texts: pros and cons compared
   - formative assessment: choose 2 or more explanations
6. Motivation to change
7. Monitoring learning

Question 21

Retractions:

Answer 21

• presenting the correct information is often not done correctly or too late
• not very useful as some people dont buy it

Question 22

Reducing the impact of misinformation

Answer 22

• pre-exposure warning
• repeat retractions (does not eliminate the effects)
• provide alternative views + explanations
• if overdone: misconceptions are strengthened

Question 23

Backfire effect

Answer 23

• they counter-argue the information that goes against their view due to emotional attachment

Question 24

Eco chambers

Answer 24

• environment shows supporting information that supports your view.

Question 25

Strategic extemism

Answer 25

• politicians select information and broadcasts it to people who are more likely to support it
• consequence: prolonged persistence of misinfo

Question 26

The continued/persistent influence effect

Answer 26

• after exposure to correct info/retraction > continue to rely on misinformation
• withdrawal: opposite > believe incorrect information less
  1. Mental model: build mental model through info > difficult to accept personal schema is false > resilient to correction
  2. Retrieval failure: mix up sources / fail in monitoring process/ memory may continue on incorrect info > failure of controlled memory processes
  3. Fluency and familiarity: process info at later re-exposure > thoughts flow smoothly + repeated > more familiar > strengthen belief
  4. Reactance: do not like to be told what to think + how to act > reject retractions

Question 27

Individual characteristics for inclusion of incorrect information

Answer 27

• Worldview: info consistent with own/others beliefs > familiar + easy to process + coherent + trusted sources
• Boomerang effect: Repeated myths increase familiarity
• belief polarisation: opposing views on same info > different attitudes.
• scepticism/distrust: reduce sensitivity to incorrect info > more accurate processing
• myth-vs-fact: careful dissection of incorrect info facilitates acquisition of correct info

Question 28

Reducing impact of misinformation

Answer 28

1. Pre-exposure warning: reduce reliance/explain/effective if given before it forms
2. Repeated retractions: repeat withdrawal + corrections > reduces but not eliminates misinformations/control over automatic thoughts
3. Filling the gap: not always possible/withdrawal creates a gap thats hard to keep the info in/not too complex+many arguments

Question 29

Recommendations for practitioners

Answer 29

1. Continued influence effect: fill gaps with alternative explanations > repeated retractions
2. Familiarity backfire effect: facts instead of myth > pre-exposure warning
3. Overkill backfire effect: affirm worldview > encourage self-affirmation of personal views