Distracted learning a big problem, golden opportunity for educators,
students

Date:
October 14, 2020
Source:
University of Illinois at Urbana-Champaign, News Bureau
Summary:
Although experts say using electronic media while doing schoolwork
negatively impacts learning, many students believe they're immune
to any ill effects because they're good multitaskers, according
to recent research.



FULL STORY ========================================================================== Scanning social media while listening to a lecture. Watching a favorite television series while studying. Today's young people frequently juggle multiple streams of information and entertainment media while doing
schoolwork, a trend that researchers call distracted learning.


==========================================================================
And while numerous researchers found that simultaneous use of electronic devices has a significant detrimental impact on learning, many students
shrug off warnings about the negative consequences because they consider themselves such good multitaskers, said food chemistry professor Shelly
J. Schmidt of the University of Illinois at Urbana-Champaign.

In a paper published in the Journal of Food Science Education, Schmidt
reviewed recent studies on distracted learning and suggested strategies
to help students stay engaged and on task.

Like many teachers, Schmidt, who also serves as a Fellow in the U. of
I.'s Center for Innovations in Teaching and Learning, has grappled with
the problem of students' attention being diverted by their mobile devices during classes.

While some faculty members restrict or ban students' unsanctioned use
of cellphones and other devices in the classroom, these policies can be difficult for instructors to enforce and cast technology as "the enemy,"
she said.

"Banning technology use in the classroom suggests to our students that
they are children who can't learn to appropriately handle it, rather than
young adults we are helping to grow into professionals," Schmidt said.



==========================================================================
"In a world where distractions abound, we have a golden opportunity to
help our students and ourselves learn how to control our actions and focus
on what really matters. Learning how to become less distractible is an essential and timeless skill for success in education, as well as many
other facets of life." While it's "virtually impossible to make students
limit all distractions" in class or out, Schmidt said teachers and
parents can encourage youths to develop an internal locus of control --
the attitude that they have control over the situation and their success
or failure is a result of the effort they invest in their education.

"Armed with an internal locus of control, students are able to recognize
and control factors that impede their success, such as distractions
while they're trying to learn," she said.

Researchers in psychology, cognitive science and neuroscience found that
media multitasking during schoolwork interferes with students' attention
and working memory. Students' learning is shallower and spottier; they understand less and have difficulty recalling what they have learned and applying it in new contexts. Their reading comprehension, note-taking
ability, test performance and grade point averages all diminish, according
to the studies Schmidt reviewed.

"Listening to a lecture, texting, online shopping and socializing
on Facebook are all complex, very demanding tasks that draw on
the same region of the brain, the prefrontal cortex," Schmidt
said. "Under most conditions, the brain can't carry out two complex
tasks simultaneously. But if students do not believe their learning is
being hampered by this behavior, they have no incentive or motivation to
change it, and the problem just continues." Some researchers suggest
that mobile devices can exacerbate a form of social anxiety called the
"fear of missing out" that compels people to interrupt their studies
and work projects constantly to read and respond to social media posts
and messages, negatively affecting their performance.



==========================================================================
When working on projects that require sustained concentration, Schmidt
said intentionally removing extraneous devices from their workspaces can
help people limit distractions and resist the urge to respond to every
buzz or ping emitted by their phone.

Another strategy for limiting interruptions and managing one's time
is using a work-reward system. For example, a student would commit to
studying without distractions for a defined period such as 25 minutes,
then reward himself with five minutes of social media use. Or they could
limit their web surfing or social media usage to the time of day when
they are least productive.

Alternating intensive periods of focused work with preplanned bursts of pleasure helps alleviate boredom -- one of the primary reasons people
turn to digital media to begin with, she said.

Likewise, fostering a work-hard, play-hard mindset encourages young
people to focus exclusively on their schoolwork when they are supposed
to be learning, and devote the same attention to recreational activities
when it's time to play, Schmidt said.

Moreover, people can improve their ability to focus on tasks with
activities that boost brain function and enhance cognitive control, particularly physical exercise.

"Exercise has been shown to be of enormous benefit to both cognitive functioning and well-being, including mental health," Schmidt
said. "Teachers could incorporate movement into classroom activities by
asking students to pair up and go on a brief walk indoors or outdoors
to discuss a concept from the day's lesson." Schmidt suggested that
promoting active learning in the classroom can help teachers keep students engaged with the course content, so they are less inclined to turn to
their smartphones for stimulation.

For example, teachers might encourage students to set goals related to
their academic performance or to develop course content on topics of their choosing and teach it to other students, strengthening their investment
in their learning and deepening their understanding of the subject matter.


========================================================================== Story Source: Materials provided by University_of_Illinois_at_Urbana-Champaign,_News_Bureau.

Original written by Sharita Forrest. Note: Content may be edited for
style and length.


========================================================================== Journal Reference:
1. Shelly J. Schmidt. Distracted learning: Big problem and golden
opportunity. Journal of Food Science Education, 2020; 19 (4):
278 DOI: 10.1111/1541-4329.12206 ==========================================================================

Link to news story: https://www.sciencedaily.com/releases/2020/10/201014140932.htm

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