Networking Websites Usage: All Students Multitask, Do All Manage Cognitive Load? A Comparative Study

Social networking has been expanding widely for almost two decades. All students use social networking platforms and usage is more intense and complex to impact a whole era social life. Based on cognitive load theory and dual task approach, we measure the mediating effect of social networking sites usage on the impact of individuals’ characteristics on their academic achievement. Research model proposed presumes that basic values, personality traits and social status have an effect on Facebook usage and cognitive absorption which in turn have an effect on academic results. Research looks at Facebook usage for recreation into multitasking context and assesses moderating role of polychronicity capacity. Group comparison is used to analyze countries and gender differences

Personality, Technology, and Learning

Computers continued encroachment on today’s society can be seen in a college lecture hall, where a growing number of students use laptops for their academic needs. Current academic laptop use research predominantly makes broad generalizations across users, indicating that laptop use in the classroom has negative influences on academic outcomes. However, this research neglects to take into account possible individual differences in the users. It is hypothesized that students\u27 levels of conscientiousness and impulsivity would moderate the relationship between laptop use and academic performance, while a student’s multitasking experience would mediate this same relationship, forming a moderated mediation model. Using an online sample of college aged students (N= 195), the hypothesized moderated mediation model was not supported. Students\u27 levels of conscientiousness or impulsivity do not moderate the relationship between laptop use and academic performance, and a student’s multitasking experience does not mediate this same relationship

The effect of the tracking technology on students’ perceptions of their continuing intention to use a learning management system

This research examines the effect of having a tracking technology in a learning management system (LMS) that reports the effect of perceiving other students’ interactions on a learner’s intention to keep using LMS in the future. The main underlying theory is herd behaviour theory which argues that crowd behaviour affects the perceptions of the observers. In this paper, we proposed and found that tracking technology will affect a learner’s perceptions of cognitive absorption and that perception of self-regulation from using an LMS. These perceptions are found to influence the learner’s intention to keep using the LMS in the future positively. This research developed a new tracking technology in response to weaknesses noted in the literature and validated by interviewing teachers. Its effects were tested on 151 university students taking a computer science module. This research contributes to knowledge by integrating herd behaviour theory into the design of LMS and offers a new perspective on learners’ interactions with educational technologies

LMS DESIGN INTERVENTIONS FORENHANCING THE INTENTION TO CONTINUE USE

Learners, according to the literature, believe that the use of a Learning Management System increases self-regulated behaviour, but even so, a significant number of them have no positive intention to use one. The goal of this thesis is to investigate this mismatch and to propose and test the use of Perceived Learning Self-regulation and Perceived Cognitive Absorption as predictors of the intention to use an LMS and to design and test interventions that improve the Continued Intention to Use an LMS that enhances Perceived Learning Self-Regulation and Perceived Cognitive Absorption. Three intervention tools were designed on a theoretical basis and then implemented: herd behaviour was the basis for Tracking Technology, goal setting was the basis for Visualised Competency, and social learning theory was the basis for Social Media. The intervention designs were based on data from interviews, focus group discussions and online collaboration with 10 teachers. They were implemented on a computer science module with 400 registered students. Two questionnaires were circulated to examine the effects of these interventions on the PLSR, PCA and CIU (151 students) and assess their opinions (149 students). All three interventions increased students' perceived cognitive absorption and perceived learning self-regulation and increased their continued intention to use a learning management system. Moreover, perceived cognitive absorption was found to be a critical antecedent to perceived learning self-regulation, which plays a mediating role between perceived cognitive absorption and their continued intention to use a learning management system. The survey analysis reported a positive perception overall among the students of the proposed interventions and the LMS with the given technology. Interaction analysis showed the continuous and consistent use of the intervention by the learners. The main contribution to knowledge here is a new framework for interventions that can improve students perceived cognitive absorption and thereby their continued intention to use an LMS. This research integrated the theories of experience flow, self-regulation, herd behaviour and goal setting to explain the potential effects of tracking technology, visualised competency, and social media on the perceived learning self-regulation and perceived cognitive absorption, which improved the continued intention to use a learning management system. According to the Information System Success Model, positive attitudes and the perception of benefits can be significant predictors of the intention to use a certain technology. Thus, Perceived Learning Self-Regulation and Perceived Cognitive Absorption were used to propose predictors of students’ continued intention to use a learning management system, instead of their perception of and attitude to possible benefits. For this reason, the present research aimed to develop a framework that introduced, evaluated, and examined the impact of interventions on improving learners perceived cognitive absorption and perceived learning self-regulation as well as affecting learners’ continued intention to use in LMS. To fulfil this aim, the main research question was, “How to improve students’ Continued Intention to Use (CIU) an LMS by improving their perceived learning self-regulation and perceived cognitive absorption?” The results suggest that all interventions had a significant effect on the perceived cognitive absorption, perceived learning self-regulation and continue intention to use the LMS. perceived cognitive absorption was found to be a critical antecedent to the perceived learning self-regulation, which plays the mediating role between perceived cognitive absorption and continue intention to use LMS. The survey analysis also reported overall positive perceptions among students of the use of these interventions and the LMS with the technology. By using interaction analysis, the intervention showed continuous and consistent use among learners. The main contribution to knowledge, as noted above, is a new framework to propose interventions that can improve the perceived cognitive absorption, and in turn, the continue intention to use can be improved. This research integrated experience flow, self-regulation, herd behaviour and goal-setting theories to explain the potential effects of the tracking tool, visualised competency, and social media on the perceived learning self-regulation and perceived cognitive absorption, which improved the learners continue intention to use learning management system

A SYSTEMATIC REVIEW ON THE IMPACT OF FACEBOOK USAGE ON ACADEMIC PERFORMANCE

Facebook has become an essential part of nearly every individual’s daily life. Though it is beneficial for students in terms of connectivity such as exchanging information, socialization, and other constructive activities, the literature shows that Facebook has become dangerously addictive, causing disruption in routinely activities and academic goals of students. The purpose of this review is to investigate the impact of Facebook usage on the academic performance of university students and how can these be assimilated in order to enhance students’ academic performance. Papers were retrieved from academic databases and Google from 2011 to 2017. All studies that were included appraised critically by using Mixed Method Appraisal Tool Appraisal tool. The results showed that both positive and negative impacts of using Facebook on the academic performance of university students. The conclusions propose that, despite the variance of findings, the overall outcome is negative when it comes to the use of Facebook in academic performance. Furthermore, it highlights the ways that how Facebook can help to enhance the academic performance of university students

Exploratory Practice: Researching the Impact of Songs on EFL Learners' Verbal Memory

Traditionally popular songs have been used as a way of enhancing listening and auditory perception skills and teaching vocabulary, but not necessarily for memory recall. Popular song gap-fills are already commonplace within the EFL (English as a foreign language) field; however, this study found that more attention needs to be given, to the lexical, grammatical and phonological items that learners are instructed to retain. The results of this study suggest that, verbal memory is a vital part of language learning that should be incorporated into popular song gap-fills and that EFL teachers, theorists and textbook authors need to review the way language in popular songs is encoded, stored and retrieved, by incorporating memory strategies, following guidelines on gap-selection, including a phonological aspect and using a recycling activity. In this article traditional and contemporary understandings of verbal memory and popular song are outlined and comprehensively analysed within relevant fields that embrace ELT (English language teaching), Biology, Psycholinguistics, Neurolinguistics and Cognitive Psychology perspectives and discusses their pedagogical implications

Psychophysiological Measures of Cognitive Absorption and Cognitive Load in E-Learning Applications

By understanding the psychophysiological factors behind successful e-learning, we aim to identify new techniques that improve participant retention and engagement. Past work has explored the relationship between Electroencephalography (EEG) and learning constructs, such as Cognitive Load and Cognitive Absorption. We believe that the unique application of an e-learning environment warrants an extension of existing theories. Our goal is to develop and validate a model explaining the role of Cognitive Load on Knowledge Gained. This research provides the foundation to then apply this model to create a neuroadaptive learning system. We describe an experiment that uses noninvasive tools to validate this model and explore the viability of off-the-shelf EEG for data collection in e-learning experiments. Potential theoretical contributions are discussed and results from a technical pilot are provided