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Hays MJ, Kustes SR, Bjork EL. Metacognitive Management of Attention in Online Learning. J Intell 2024; 12:46. [PMID: 38667713 PMCID: PMC11051084 DOI: 10.3390/jintelligence12040046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Revised: 04/02/2024] [Accepted: 04/17/2024] [Indexed: 04/28/2024] Open
Abstract
Performance during training is a poor predictor of long-term retention. Worse yet, conditions of training that produce rapidly improving performance typically do not produce long-lasting, generalizable learning. As a result, learners and instructors alike can be misled into adopting training or educational experiences that are suboptimal for producing actual learning. Computer-based educational training platforms can counter this unfortunate tendency by providing only productive conditions of instruction-even if they are unintuitive (e.g., spacing instead of massing). The use of such platforms, however, introduces a different liability: being easy to interrupt. An assessment of this possible liability is needed given the enormous disruption to modern education brought about by COVID-19 and the subsequent widespread emergency adoption of computer-based remote instruction. The present study was therefore designed to (a) explore approaches for detecting interruptions that can be reasonably implemented by an instructor, (b) determine the frequency at which students are interrupted during a cognitive-science-based digital learning experience, and (c) establish the extent to which the pandemic and ensuing lockdowns affected students' metacognitive ability to maintain engagement with their digital learning experiences. Outliers in time data were analyzed with increasing complexity and decreasing subjectivity to identify when learners were interrupted. Results indicated that only between 1.565% and 3.206% of online interactions show evidence of learner interruption. And although classroom learning was inarguably disrupted by the pandemic, learning in the present, evidence-based platform appeared to be immune.
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Affiliation(s)
| | | | - Elizabeth Ligon Bjork
- Department of Psychology, University of California, Los Angeles, Los Angeles, CA 90095, USA;
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Bodin Danielsson C, Theorell T. Office Design's Impact on Psychosocial Work Environment and Emotional Health. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:438. [PMID: 38673349 PMCID: PMC11050261 DOI: 10.3390/ijerph21040438] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2024] [Revised: 03/22/2024] [Accepted: 03/25/2024] [Indexed: 04/28/2024]
Abstract
This study explores the association between office design and (a) the psychosocial work environment and (b) the emotional health among 4352 employees in seven different office designs. A multivariate linear regression analysis was performed with adjustments for age and educational level for men and women separately. Results show that psychosocial factors and emotional exhaustion differ between both office designs and between genders, with best outcomes in cell offices, except for psychological demands that are rated the most favourable in shared-room offices. Cell offices and small open-plan offices show a strong beneficial association with emotional exhaustion in women. Among men, hot-desking is most problematic regarding psychosocial work environment and emotional exhaustion. Women rate the psychosocial environment low in combi-office and report emotional exhaustion in small open offices.
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Affiliation(s)
- Christina Bodin Danielsson
- Department of Architecture and Civil Engineering, Chalmers University of Technology, 412 96 Gothenburg, Sweden
- The Royal Institute of Technology (KTH), School of Architecture and Built Environment, 100 44 Stockholm, Sweden
| | - Töres Theorell
- Department of Psychology, Stress Research Institute, Stockholm University, 106 91 Stockholm, Sweden;
- Department of Global Health, Karolinska Institutet, 171 77 Stockholm, Sweden
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Francis AL. Adding noise is a confounded nuisance. THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA 2022; 152:1375. [PMID: 36182286 DOI: 10.1121/10.0013874] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Accepted: 08/15/2022] [Indexed: 06/16/2023]
Abstract
A wide variety of research and clinical assessments involve presenting speech stimuli in the presence of some kind of noise. Here, I selectively review two theoretical perspectives and discuss ways in which these perspectives may help researchers understand the consequences for listeners of adding noise to a speech signal. I argue that adding noise changes more about the listening task than merely making the signal more difficult to perceive. To fully understand the effects of an added noise on speech perception, we must consider not just how much the noise affects task difficulty, but also how it affects all of the systems involved in understanding speech: increasing message uncertainty, modifying attentional demand, altering affective response, and changing motivation to perform the task.
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Affiliation(s)
- Alexander L Francis
- Department of Speech, Language, and Hearing Sciences, Purdue University, 715 Clinic Drive, West Lafayette, Indiana 47907, USA
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Ng CF. The Physical Learning Environment of Online Distance Learners in Higher Education - A Conceptual Model. Front Psychol 2021; 12:635117. [PMID: 34650464 PMCID: PMC8506005 DOI: 10.3389/fpsyg.2021.635117] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2020] [Accepted: 08/25/2021] [Indexed: 11/24/2022] Open
Abstract
Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.
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Affiliation(s)
- Cheuk Fan Ng
- Centre for Social Sciences, Athabasca University, Alberta, AB, Canada
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Love J, Sung W, Francis AL. Psychophysiological responses to potentially annoying heating, ventilation, and air conditioning noise during mentally demanding work. THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA 2021; 150:3149. [PMID: 34717455 DOI: 10.1121/10.0006383] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2021] [Accepted: 08/29/2021] [Indexed: 06/13/2023]
Abstract
Exposure to noise-or unwanted sound-is considered a major public health issue in the United States and internationally. Previous work has shown that even acute noise exposure can influence physiological response in humans and that individuals differ markedly in their susceptibility to noise. Recent research also suggests that specific acoustic properties of noise may have distinct effects on human physiological response. Much of the existing research on physiological response to noise consists of laboratory studies using very simple acoustic stimuli-like white noise or tone bursts-or field studies of longer-term workplace noise exposure that may neglect acoustic properties of the noise entirely. By using laboratory exposure to realistic heating, ventilation, and air conditioning (HVAC) noise, the current study explores the interaction between acoustic properties of annoying noise and individual response to working in occupational noise. This study assessed autonomic response to two acoustically distinct noises while participants performed cognitively demanding work. Results showed that the two HVAC noises affected physiological arousal in different ways. Individual differences in physiological response to noise as a function of noise sensitivity were also observed. Further research is necessary to link specific acoustic characteristics with differential physiological responses in humans.
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Affiliation(s)
- Jordan Love
- Department of Speech, Language and Hearing Sciences, Purdue University, West Lafayette, Indiana 47907, USA
| | - Weonchan Sung
- Medical Device Research Center, Samsung Electronics, Seoul, South Korea
| | - Alexander L Francis
- Department of Speech, Language and Hearing Sciences, Purdue University, West Lafayette, Indiana 47907, USA
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Ng CF. The Physical Learning Environment of Online Distance Learners in Higher Education - A Conceptual Model. Front Psychol 2021. [PMID: 34650464 DOI: 10.3389/fpsyg.2021.63511] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/19/2023] Open
Abstract
Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.
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Affiliation(s)
- Cheuk Fan Ng
- Centre for Social Sciences, Athabasca University, Alberta, AB, Canada
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Otterbring T, Bodin Danielsson C, Pareigis J. Office types and workers' cognitive vs affective evaluations from a noise perspective. JOURNAL OF MANAGERIAL PSYCHOLOGY 2020. [DOI: 10.1108/jmp-09-2019-0534] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThis study aims to examine the links between office types (cellular, shared-room, small and medium-sized open-plan) and employees' subjective well-being regarding cognitive and affective evaluations and the role perceived noise levels at work has on the aforementioned associations.Design/methodology/approachA survey with measures of office types, perceived noise levels at work and the investigated facets of subjective well-being (cognitive vs affective) was distributed to employees working as real estate agents in Sweden. In total, 271 useable surveys were returned and were analyzed using analyses of variance (ANOVAs) and a regression-based model mirroring a test of moderated mediation.FindingsA significant difference was found between office types on the well-being dimension related to cognitive, but not affective, evaluations. Employees working in cellular and shared-room offices reported significantly higher ratings on this dimension than employees working in open-plan offices, and employees in medium-sized open-plan offices reported significantly lower cognitive evaluation scores than employees working in all other office types. This pattern of results was mediated by perceived noise levels at work, with employees in open-plan (vs cellular and shared-room) offices reporting less satisfactory noise perceptions and, in turn, lower well-being scores, especially regarding the cognitive (vs affective) dimension.Originality/valueThis is one of the first studies to compare the relative impact of office types on both cognitive and affective well-being dimensions while simultaneously testing and providing empirical support for the presumed process explaining the link between such aspects.
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Bretonnier M, Michinov E, Morandi X, Riffaud L. Interruptions in Surgery: A Comprehensive Review. J Surg Res 2019; 247:190-196. [PMID: 31706542 DOI: 10.1016/j.jss.2019.10.024] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Revised: 10/09/2019] [Accepted: 10/09/2019] [Indexed: 10/25/2022]
Abstract
BACKGROUND Recent literature showed that analysis of interruptions can contribute to evaluating the care process in the operating room, and thus, understanding potential errors that may occur during surgical procedures. The aim of this comprehensive review was to summarize current knowledge on the description and impact of interruptions in surgery. MATERIAL AND METHODS A literature search was conducted according to a set of criteria in the databases MEDLINE, BASE, Cochrane's Library, and PsycINFO. RESULTS 41 articles were included. Two main methodological approaches were found, observational in the OR, or controlled in an experimental simulated environment. Interruptions in the OR were manifold, and several classifications were used. The severity of interruptions differed according to the category of the interruptions. Interruptions were influenced by team familiarity and the expertise of the surgical team; high team familiarity and a high level of expertise decreased the frequency of interruptions. However, our literature search lacked controlled studies carried out in the OR. Interruptions seemed to increase the workload and stress of the surgical team and impair nontechnical skills, but no clear evidence of this was advanced. CONCLUSIONS Interruptions are probably risk factors for errors in the operating room. However, there is as yet no clear evidence of the association of interruption frequency with errors in the operating room. There is a need to define and target interruptions, which should be reduced by putting safeguards in place, thereby allowing those which could be beneficial and neglecting those with no potential consequences.
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Affiliation(s)
- Maxime Bretonnier
- Univ Rennes, INSERM, LTSI - UMR 1099, Rennes, France; Department of Neurosurgery, Pontchaillou University Hospital, Rennes, France.
| | - Estelle Michinov
- Univ Rennes, LP3C (Laboratoire de Psychologie: Cognition, Comportement, Communication), Rennes, France
| | - Xavier Morandi
- Univ Rennes, INSERM, LTSI - UMR 1099, Rennes, France; Department of Neurosurgery, Pontchaillou University Hospital, Rennes, France
| | - Laurent Riffaud
- Univ Rennes, INSERM, LTSI - UMR 1099, Rennes, France; Department of Neurosurgery, Pontchaillou University Hospital, Rennes, France
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Gatzounis R, Crombez G, S Schrooten MG, S Vlaeyen JW. A break from pain! Interruption management in the context of pain. Pain Manag 2018; 9:81-91. [PMID: 30516435 DOI: 10.2217/pmt-2018-0038] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Activity interruptions, namely temporary suspensions of an ongoing task with the intention to resume it later, are common in pain. First, pain is a threat signal that urges us to interrupt ongoing activities in order to manage the pain and its cause. Second, activity interruptions are used in chronic pain management. However, activity interruptions by pain may carry costs for activity performance. These costs have recently started to be systematically investigated. We review the evidence on the consequences of activity interruptions by pain for the performance of the interrupted activity. Further, inspired by literature on interruptions from other research fields, we suggest ways to improve interruption management in the field of pain, and provide a future research agenda.
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Affiliation(s)
- Rena Gatzounis
- Research Group Experimental Health Psychology, Department of Clinical Psychological Science, Maastricht University, The Netherlands.,Research Group Health Psychology, Faculty of Psychology & Educational Sciences, University of Leuven, Belgium
| | - Geert Crombez
- Department of Experimental-Clinical & Health Psychology, Faculty of Psychology & Educational Sciences, Ghent University, Belgium
| | - Martien G S Schrooten
- Research Group Health Psychology, Faculty of Psychology & Educational Sciences, University of Leuven, Belgium.,Centre for Health & Medical Psychology, School of Law, Psychology & Social Work, Örebro University, Sweden
| | - Johan W S Vlaeyen
- Research Group Experimental Health Psychology, Department of Clinical Psychological Science, Maastricht University, The Netherlands.,Research Group Health Psychology, Faculty of Psychology & Educational Sciences, University of Leuven, Belgium
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Seaborne A, Fiorella L. Effects of background chewing sounds on learning: The role of misophonia sensitivity. APPLIED COGNITIVE PSYCHOLOGY 2018. [DOI: 10.1002/acp.3387] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Amanda Seaborne
- Department of Psychological and Brain Sciences; University of California, Santa Barbara; Santa Barbara USA
| | - Logan Fiorella
- Department of Educational Psychology; University of Georgia; Athens USA
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Moon HS, Baek J, Seo J. Effect of Redundant Haptic Information on Task Performance during Visuo-Tactile Task Interruption and Recovery. Front Psychol 2016; 7:1924. [PMID: 28008321 PMCID: PMC5143614 DOI: 10.3389/fpsyg.2016.01924] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2016] [Accepted: 11/23/2016] [Indexed: 11/24/2022] Open
Abstract
Previous studies have revealed that interruption induces disruptive influences on the performance of cognitive tasks. While much research has focused on the use of multimodal channels to reduce the cost of interruption, few studies have utilized haptic information as more than an associative cue. In the present study, we utilized a multimodal task interruption scenario involving the simultaneous presentation of visual information and haptic stimuli in order to investigate how the combined stimuli affect performance on the primary task (cost of interruption). Participants were asked to perform a two-back visuo-tactile task, in which visual and haptic stimuli were presented simultaneously, which was interrupted by a secondary task that also utilized visual and haptic stimuli. Four experimental conditions were evaluated: (1) paired information (visual stimulus + paired haptic stimulus) with interruption; (2) paired information without interruption; (3) non-paired information (visual stimulus + non-paired haptic stimulus) with interruption; and (4) non-paired information without interruption. Our findings indicate that, within a visuo-tactile task environment, redundant haptic information may not only increase accuracy on the primary task but also reduce the cost of interruption in terms of accuracy. These results suggest a new way of understanding the task recovery process within a multimodal environment.
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Affiliation(s)
- Hee-Seung Moon
- School of Integrated Technology, Yonsei UniversityIncheon, Korea; Yonsei Institute of Convergence Technology, Yonsei UniversityIncheon, Korea
| | - Jongsoo Baek
- Yonsei Institute of Convergence Technology, Yonsei University Incheon, Korea
| | - Jiwon Seo
- School of Integrated Technology, Yonsei UniversityIncheon, Korea; Yonsei Institute of Convergence Technology, Yonsei UniversityIncheon, Korea
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Keus van de Poll M, Sörqvist P. Effects of Task Interruption and Background Speech on Word Processed Writing. APPLIED COGNITIVE PSYCHOLOGY 2016; 30:430-439. [PMID: 27818574 PMCID: PMC5074307 DOI: 10.1002/acp.3221] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2015] [Revised: 02/08/2016] [Accepted: 02/09/2016] [Indexed: 11/10/2022]
Abstract
Task interruptions and background speech, both part of the everyday situation in office environments, impair cognitive performance. The current experiments explored the combined effects of background speech and task interruptions on word processed writing—arguably, a task representative of office work. Participants wrote stories, in silence or in the presence of background speech (monologues, halfalogues and dialogues), and were occasionally interrupted by a secondary task. Writing speed was comparably low during the immediate period after the interruption (Experiments 1 and 2); it took 10–15 s to regain full writing speed. Background speech had only a small effect on performance (Experiment 1), but a dialogue was more disruptive than a halfalogue (Experiment 2). Background speech did not add to the cost caused by task interruptions. However, subjective measures suggested that speech, just as interruptions, contributed to perceived workload. The findings are discussed in view of attentional capture and interference‐by‐process mechanisms.© 2016 The Authors. Applied Cognitive Psychology published by John Wiley & Sons, Ltd.
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Affiliation(s)
| | - Patrik Sörqvist
- Department of Building, Energy, and Environmental Engineering University of Gävle Gävle Sweden
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