| Popis: |
Previously, we have examined whether some types of breaks are more beneficial to learning than other types of breaks. In particular, we tested the hypotheses that 1) lecture breaks, compared to no lecture breaks, are better for students' learning and that 2) multiple short breaks throughout a lecture are better for students' learning than one long break in the middle of the lecture. Our results did not support these hypotheses as we found that there were non-significant differences in attention and learning between the participants in the breaks condition compared to those in the no break condition. The proposed study will replicate the aforementioned study, but with a few improvements to the methods. We aim to test the hypothesis in a study in which undergraduate research participants watch a pre-recorded video lecture from a first-year introductory psychology course. Depending on the condition that the participants are in, they will either take multiple short breaks throughout the lecture, one long break in the middle of the lecture, or no breaks (control). We will be using an attention tracking tool as a measure of attention and a post-lecture quiz as a measure of learning. |
