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http://hdl.handle.net/11375/27854
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DC Field | Value | Language |
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dc.contributor.advisor | Kim, Joe | - |
dc.contributor.author | Hussain, Mehdi | - |
dc.date.accessioned | 2022-09-25T16:26:04Z | - |
dc.date.available | 2022-09-25T16:26:04Z | - |
dc.date.issued | 2022 | - |
dc.identifier.uri | http://hdl.handle.net/11375/27854 | - |
dc.description.abstract | The shift to online learning amidst the COVID-19 pandemic created a host of new challenges. One of which involves students’ rising media multitasking (MMT) habits while engaging online academic content. Few studies have investigated the learning implications of newer forms asynchronous video lecture consumption in context of concurrent and sequential MMT behaviours, such as social media scrolling. The current study investigates the impact of media-based secondary tasks under conditions of pausing (pause and no-pause) and task-relevance (relevant and non-relevant) on academic performance during a pre-recorded psychology lecture video. In addition, two separate Media Multitasking Indexes (MMI) assessing students’ general MMT and online lecture MMT habits were compared to each other, and to academic performance. To our surprise no-pause conditions did not demonstrate an academic performance cost when compared to both the control and pause conditions, and the relevant pause condition demonstrated an academic enhancement effect. However, academic performance costs were found for no-pause groups when academic performance was narrowed to content that overlapped with the six MMT distractors. Moderate positive correlations were revealed between both MMI’s. Both indexes demonstrated similar correlations to academic performance across all conditions. However, further speculation reveals the control scores may be deflated as a result of “non-compliant” participants paradoxically engaging in a higher volume of non-study-related MMT behaviours during the uninterrupted lecture than participants in the experimental conditions. Future online MMT studies need to enforce novel methods to prevent or control for non-study-related MMT during the study. | en_US |
dc.language.iso | en | en_US |
dc.title | EFFECTS OF PAUSING AND TASK RELEVANCE ON ONLINE LEARNING, A MEDIA MULTITASKING STUDY | en_US |
dc.type | Thesis | en_US |
dc.contributor.department | Psychology | en_US |
dc.description.degreetype | Thesis | en_US |
dc.description.degree | Master of Science (MSc) | en_US |
dc.description.layabstract | In context of students engaging in media multitasking behaviours during an online video lecture environment, it is unclear the extent to which pausing behaviours and task-relevance influences learning. To our surprise, findings demonstrate that engaging in distractive secondary media tasks simultaneously with the video lecture did not impair learning. On the other hand, a learning boost was found when the secondary media task is relevant to the lecture and tended to while the video lecture is paused. This suggests that multitasking, regardless of whether its unrelated to the lecture or done simultaneously to online lectures, does not impair learning. However, analysis reveals that these results may be skewed by participants engaging in non-study-related media multitasking. | en_US |
Appears in Collections: | Open Access Dissertations and Theses |
Files in This Item:
File | Description | Size | Format | |
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Hussain_Mehdi_S_2208_MSc.pdf | 1.09 MB | Adobe PDF | View/Open |
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