Media multitasking, attention, and distraction: a critical discussion.
Students often multitask with technologies such as computers, laptops, tablets and smartphones during class. Unfortunately, numerous empirical studies firmly establish a significant drop in academic performance caused by this media multitasking. In this paper it is argued that cognitive studies may...
| Publicado en: | Phenomenology & the Cognitive Sciences Vol. 14; no. 4; pp. 885 - 897 |
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| Formato: | Artículo |
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Springer Nature
Dec2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=111407445&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 111407445 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 15687759 OKM jtl: Phenomenology & the Cognitive Sciences issn: 15687759 maglogo: N pubinfo: dt: Dec2015 vid: 14 iid: 4 pid: 237 pub: Springer Nature artinfo: ui: 111407445 10.1007/s11097-014-9375-x ppf: 885 ppct: 12 formats: tig: atl: Media multitasking, attention, and distraction: a critical discussion. aug: au: Aagaard, Jesper affil: Department of Psychology and Behavioral Sciences, Aarhus University, 8000 Aarhus C Denmark su: Computer multitasking Attention Distraction Academic achievement Psychology of students sug: subj: Computer multitasking Attention Distraction Academic achievement Psychology of students keyword: Educational technology Media multitasking Postphenomenology ab: Students often multitask with technologies such as computers, laptops, tablets and smartphones during class. Unfortunately, numerous empirical studies firmly establish a significant drop in academic performance caused by this media multitasking. In this paper it is argued that cognitive studies may have clarified the negative consequences of this activity, yet they struggle to address the processes involved in it. A cognitive characterization of attention as a mental phenomenon neglects the interaction between bodies and technologies, and it is suggested that a postphenomenological understanding is necessary to account for the materiality of practice. Notions of embodied habits and technical mediation are introduced, and an example of a postphenomenological account of media multitasking is introduced. It is argued that this approach enables researchers to investigate media multitasking as it occurs in everyday educational practice. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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