| Popis: |
In Experiment 1 of this project, we found that, contrary to our predictions, participants in the no-breaks condition performed significantly better on the lecture quiz than those in the open-ended break(s) conditions. In addition, we found that participants in the single long open-ended break condition performed significantly better on the lecture quiz than those in the multiple short open-ended breaks condition. Interestingly, we found that participants who took at least one open-ended break during the lecture reported having engaged in media multitasking significantly more than those who took no lecture breaks. The proposed Experiment 2 of this project will build in a replication condition from and follow-up conditions to Experiment 1, as we suspect that the type of lecture break activity affects the effectiveness of lecture breaks on learning. We aim to test the hypotheses that (1) stretching breaks would be more beneficial than no breaks because they may help mitigate the depletion of cognitive resources and avoid cognitive overload; and (2) social media breaks would be more detrimental than no breaks because they may activate secondary goals, unrelated to the lecture content, that promote media multitasking and compete for cognitive resources. In Experiment 2, undergraduate research participants watch a pre-recorded video lecture from a first-year introductory psychology course. Depending on the condition the participants are in, they will either take no breaks (control; replication condition), open-ended breaks (replication condition), stretching breaks, or social media breaks. We will be using attention probes as our main measure of attention and post-lecture quizzes (immediate and delayed) as measures of learning. |
