How Distractions Undermine Attentional Synchronisation in Work‐Based Learning: A Randomised Controlled Study Using Dual Mobile Eye‐Tracking.
Background: Research in social cognition suggests that learning effectiveness in teacher‐learner pairs may be influenced by how well their attention aligns with each other. However, we currently have limited understanding of how common distractions in real‐world environments affect teacher‐student i...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 3; pp. 1 - 13 |
|---|---|
| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185452198&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185452198 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2025 vid: 41 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 185452198 185452198 185452198 10.1111/jcal.70059 185452198 ppf: 1 ppct: 12 formats: tig: atl: How Distractions Undermine Attentional Synchronisation in Work‐Based Learning: A Randomised Controlled Study Using Dual Mobile Eye‐Tracking. aug: au: Sieg, Lion Eismann, Hendrik Schneider, Bertrand Karsten, Jan Darici, Dogus affil: Hannover Medical School, Department of Anaesthesiology and Intensive Care Medicine, Hannover, Germany sug: subj: Distraction Eye Movements Physiology Attention Faculty-Student Relations Learning Methods Cognition Outcomes of Education Evaluation Human Randomized Controlled Trials Education, Medical Random Assignment Data Analysis Software T-Tests Post Hoc Analysis Pearson's Correlation Coefficient Male Female Adult Questionnaires Adult: 19-44 years Male Female ab: Background: Research in social cognition suggests that learning effectiveness in teacher‐learner pairs may be influenced by how well their attention aligns with each other. However, we currently have limited understanding of how common distractions in real‐world environments affect teacher‐student interactions, specifically the synchronisation of their visual attention. Methods: This randomised controlled study investigates the impact of distractions on attentional synchronisation, learning performance, and cognitive load during training. A total of 29 medical students were randomly assigned to either a distraction group or a control group during a Transesophageal Echocardiography training in a simulation OR setting. Distractions were systematically induced in the experimental group, while attentional synchronisation was measured using a novel dual mobile eye‐tracking technology. Results: The distraction group demonstrated lower attentional synchronisation, compared to the control group (Mean = 41.59% ± 6.89% [SD] vs. 50.96% ± 10.59%; Bonferroni‐corrected t(27) = −2.84, p = 0.008, Cohen's d = 1.06). This reduction in attentional synchronisation was accompanied by significantly poorer practical and visual performances (d = 0.87 and 0.62), longer task completion times (d = 2.05), and higher intrinsic and extraneous cognitive loads (d = 1.09 and 1.04). Conclusions: These findings underscore the crucial role of attentional synchronisation in optimising work‐based learning for complex clinical skills. Distractions in the learning environment disrupt the alignment of attention between teacher and learner, which impairs learning outcomes with substantial effect sizes. We outline several practical options to re‐establish attentional synchronisation in distraction‐rich learning environments. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|