Effects of Classroom Cell Phone Use on Expected and Actual Learning.

摘要: Studies of driving indicate that the conversational aspects using cell phones generate high risks from divided attention. Prior surveys document rates at which students carry to and use them during class. Some experiments have demonstrated distract learning. The present studies combined survey experimental methods determine student expectations about actual performance under phone conditions. On survey, estimated number questions they could answer out 10 when texting not texting. For experiment, we used a repeated measures design with simulated classroom presentations measured on 10-item quiz. Students expected lose close 30% quiz actually did We discuss implications our methodology findings for improving ********** drivers reveal cognitive distraction conversations significantly increases accident risk. National Safety Council (2010) published literature review explaining why load produces inattention blindness drivers. Strayer Johnston (2001) showed listening music or even recorded book produce risks, as conversing phones. These are important considering potential effects students' ability learn presented material. Texting is conversational, though it involves visual instead auditory "listening" read incoming messages, manual verbal "talking" reply. If risk drivers, same should increase errors tests lesson material while Survey Research Researchers explored distracting in classrooms surveys. Many admit social networking purposes (Bayer, Klein, & Rubinstein, 2009; Besser, 2007; Kennedy Smith, 2010; Rubinkam, 2010). documented perceptions ringing (Campbell, 2006) sending instant messages class study session (Besser, Levine, Waite, Bowman, 2007). employed responses evaluate effects. typical measurement scales such reports quantitatively weak. example, Besser (2007) Smith statements respondents either agreed disagreed. Besser's statement was drawing attention away class, Smith's these activities helping performance. nominal measurements do provide information quantity loss. Other researchers 2006; Levin, 2007) expanded response options. Campbell (2006) 5-point Likert scale ranging strongly agree disagree attitudes disruptive Although variability, there no clear relationship between level agreement "when mobile rings serious distraction" any absence clarity size effect presents additional interpretive problems. found difference expressed behavior. An American Automobile Association Foundation Traffic (2008) viewed safety Nevertheless, 46% those claiming an "extremely risk" still reported their within 30 days prior interview. …