problem 3 - learning in the digital age + misconceptions Flashcards
digital natives
students who were born at a time when digital media is seen as fundamentally different from previous generations
believed to have ability to cognitively process multiple sources of info simultaneously (multitask) - not true
passive consumption
digital natives dont actually exist
implications of digital native for educational design
Students’ tech skills need to be properly taught & acquired before they can be applied
Teachers should teach & be taught how to deal w (online) info
- Diminished concentration & the loss of the ability to ignore irrelevant stimuli = task switching between diff devices
what is multitasking
means that a person is capable of simultaneously carrying out 2 or more info processing (or thinking) tasks
– they can carry out multiple tasks, each requiring cognition and/or info processing
myths about multitasking
- People can multitask – presumed capabilities of the human cog architecture & info processing by them
- Digital native myth: naturally occurring acquisition by children of the MC skills necessary for learning strategies
- Children & women can multitask more or better
what is threaded cognition
carrying out a number of diff (cog) tasks in quick succession rather simultaneously carrying them out
- All resources – cog, perceptual & motor – execute processing requests serially, 1 request at a time
- Occurs so quickly that performance seems to occur simultaneously
- We are capable of doing more than 1 thing at the same time only if all activities are fully automated
what is task switching
people are not capable of multitasking and can, at best, switch quickly & apparently seamlessly from 1 activity to another
- This involves dividing attention between tasks, & bcuz each of the tasks competes w all of the others for a limited number of cog resources available, performing 1 task interferes w the others
what is the psychological refractory period
the period during which the response to a 2nd stimulus is sig slowed bcuz a 1st stimulus is still being processed
- Reason why task switching is inefficient
bottleneck theory
there is a central cog bottleneck that operates to limit perf
+ control between 2 or more primary tasks must be passed through a queuing mechanism = we can only focus on one item at a time
Execution of the 1st task leads to postponement of the 2nd one
outcomes of multitasking
- Rapid switching behavior, when compared to carrying out tasks serially, leads to poorer learning results in students & poorer perf of the tasks being carried out
- More mistakes are made & it takes sig longer compared to sequential work
- Burden of memory load = more errors
outcomes of heavy multimedia use
- GPA of high intensity users = sig lower
- Detrimental to students around a heavy multimedia user
- Heavy media multitaskers are more susceptible to interference from irrelevant env stimuli
- more media multitasking = smaller grey matter density in the anterior cingulate cortex (exec functions)
what is the multimedia principle
one learns better from text with pictures than from text alone
what are the 3 types of graphics?
Instructive graphics = pictures relevant to the learning objective
- facilitate understanding of the material.
Seductive graphics = graphics are interesting but not relevant to the learning objective
Decorative graphics = neutral images not relevant to the learning objectives
- are cognitively neutral & intended to create a pleasant atmosphere without being distracting.
Sung et al (2012) study (graphics)
Aim: compare the effects of adding diff kinds of graphics to an online instrumental lesson
Method: 200 uni students in South Korea
- Measured perf and satisfaction using tests on the studied material and questionnaires on the satisfaction of the learning material
- Instructive, seductive, decorative & no graphic groups
Results:
- Pics can help stimulate cog processing & motivation of learners
- Instructive = improve perf (stimulate relevant cognitive load)
- Seductive = poorer perf (stimulate external cog load, pay attention to the surrounding, leads to limited attention)
- Decorative = do not affect performance (most satisfaction)
scattered attention & trained attention hypotheses
scattered = LT media multitasking may lead to disrupted cog control – individual gravitates toward the preferred task rather than maintaining focus despite attentional distractions
- Multitasking reduces performance by causing interference, distraction, and ultimately errors
trained = frequent media multitasking could pos affect cog control via eventual training and improvement of control processes
- Multitasking promotes mental flexibility that enables high-level efficiency and productivity
Research more consistent w the scattered hypothesis
coherence principle
adding relevant graphics to words helps learning but adding irrelevant graphics doesn’t
arousal theory (in relation to graphics)
students learn better when they are emotionally aroused bcuz they are energized to pay more attention overall
- Case for adding graphics, even irrelevant ones
multitasking inside the classroom
- grades sig lower for texting students
- Longer it took for a message to be answered, the better the perf
- Trying to follow the study material while simultaneously using media has a detrimental effect on learning
- Laptop use during lecture = sig lower recall and recognition test scores
- All studies were in ST, LT effects unknown
multitasking outside the classroom
- Facebook or texting while completing work can decrease capacity for cog processing = hinders deeper learning
- Using media while working outside class = lower grades, lower self-efficacy for SR learning, & lower self-efficacy for academic achievements
perceptions of multitasking & self-regulation
- Students know that multitasking neg affects perf but continue to do it anyways
- Multitasking hinders the application of learning strategies = media multitasking reduces MC and SR
personal theories (misconceptions)
Ppl form general theories abt many aspects of the world around them (not based on science or evidence)
- Theory theory = perspective of how ppl organize knowledge – theoretical perspective abt peoples’ everyday theories
promoting theory development
Physical or technological models can help learners connect ideas + some personal theories contain mental models
- Physical/tech models can support and facilitate the formation of mental models
Group interaction can increase students’ theoretical understanding
Some theories and mental models can be useful, even if they are not entirely accurate -e.g. dual-store model.
- many studies claim that model is simplified, but does make the difference between WM and LTM clear.
- However, this should not be taken too far.
world views
= a belief about reality in general
- influences ppl’s understanding of diff phenomena + interpretations in everyday life
- can hinder the learning process
- can differ per culture
conceptual change
the process of replacing the existing theory with another, probably better theory
often involves breaking links between different ideas into isolated concepts
confirmation bias
= people tend to look for info that confirms their current views rather than looking for info that ignores those views or proves the opposite
promoting conceptual change
- determine the wrong misconception
- learn correct info in a meaningful way instead of repeating it
- provide info that contradicts their beliefs (creates disequilibrium/cog dissonance)
- explicitly compare existing beliefs with alternative explanations: conceptual change can only occur if both are present in the WM at the same time
- have the motivation to learn new info
- be monitored for certain misconceptions
different sources of misinformation
- rumor & fiction: ppl pass on info & receive info that causes emo reaction, regardless of the truth
- governments & politicians: ppl not able to distinguish between correct & incorrect info spread by politicians
- vested interests & NGOs: sometimes companies may spread false info bcuz of company interests
- media
refutation texts: Beker study conclusions
- both studies concluded that refutation texts are effective in changing incorrect knowledge
+ rebuttal texts facilitate the transfer of new info to different new situations
criticism: difficult to determine whether the effects are due to the rebuttal effects or priming
+ reading refutation texts may not be sufficient to change other, more complex misconceptions
+ findings cannot be generalized to all beliefs
