Effects of wakeful resting versus social media usage after learning on the retention of new memories

Duration, frequency, and time distortion: Which is the best predictor of problematic smartphone use in adolescents? A trace data study

Problematic smartphone use (PSU) during adolescence has been associated with negative short- and long-term consequences for personal well-being and development. Valid and reliable predictors and indicators of PSU are urgently needed, and digital trace data can add valuable information beyond self-report data. The present study aimed to investigate whether trace data (duration and frequency of smartphone use), recorded via an app installed on participants’ smartphone, are correlated with self-report data on smartphone use. Additionally, the present study aimed to explore which usage indicators, i.e., duration, frequency, and time distortion of smartphone use, better predict PSU levels cross-sectionally and longitudinally, one year later. Results from a sample of 84 adolescents showed that adolescents tend to rely on the frequency of smartphone use when reporting on the time they spent with the smartphone. Traced duration of smartphone use as well as time distortion, i.e., over-estimation, are significant predictors of PSU. Methodological issues and theoretical implications related to predictors and indicators of PSU are discussed.

Effects of Various Behaviours in the Break Times between Learning

E-learning provides users with the experience of learning at their own pace, without being restricted by time and place. Learners tend to get tired gradually during learning, and therefore, it is important to have breaks between studies to maintain learning performance. Furthermore, the break time has to be effective so that learners can refresh. This study compares three types of breaks: quiet, active, and communication breaks. In the experiment, university students in their twenties are asked to solve as many mathematical calculation problems as possible for 15 min. The experiment comprises three learning sessions and two three-minute breaks between them. Learners are assigned one of the three types of breaks to refresh themselves. The effect of those resting behaviours on learning is examined, and the results are evaluated with regard to the accuracy of their calculations and their answering time. The effects of these behaviours will be discussed based on the experimental results and the questionnaire.