Technology sometimes distracted students from the learning experience, but distraction was balanced by the usefulness of content and structure¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For all the students who reported the PDA was a distraction, a similar number said it helped structure their visit and broaden their knowledge. → Reynolds 2010

Evidence¶

Reynolds 2010¶

Reynolds, R., Walker, K., & Speight, C. (2010). Web-based museum trails on PDAs for university-level design students: Design and evaluation. Computers & Education. https://doi.org/10.1016/j.compedu.2010.04.010

q2 · i? · design · r3

Formative evaluation findings on technological mediation: students commented the PDA distracted ("I was more engaged with the PDA than with the gallery"), yet "a similar number said it helped structure their visit and broaden their knowledge".

"for all the students who reported that the PDA was a distraction, a similar number said it helped structure their visit and broaden their knowledge"

Discussion¶

Learner Variables¶

• Attention — outcome: instruction changes it

Related Claims¶

• In association-rule mining of survey data from 530 college students in online courses, goal setting, environment structuring and time management were the strategies most often associated with lower digital distraction — related
• Synchronous autonomous AI suggestions increased perceived writing efficiency but also caused distraction and mental overload during writing — related
• Learner-instructor and learner-content engagement strategies are negatively associated with digital distraction in online courses — related
• Web-based museum trails enhanced design students' knowledge of, interest in, and closeness to museum objects — related