iTutoría Universitaria: Una herramienta de empoderamiento durante la covid-19

Given the current emergency situation due to the Covid-19 pandemic, it is essential to address new strategies to carry out university teaching. In this university experience, on teaching practice in different universities, we aim to disseminate and apply university tutoring as a fundamental tool to face current challenges. The authors have coined the term iTutoría Universitaria (University iTutoring) as a proposal of excellence, in terms of the accompaniment of students and the emotional support that it carries implicitly. Preliminary results reflect that further work and research is needed in order to make interventions more tailored to the needs of each university context.Dada la situación actual de emergencia debido a la pandemia Covid-19, se hace imprescindible abordar nuevas estrategias para llevar a cabo la docencia universitaria. En esta experiencia universitaria, sobre la práctica docente en diferentes universidades, tenemos como objetivo, difundir y aplicar la tutoría universitaria como una herramienta fundamental para afrontar los retos actuales. Las autoras han acuñado el término iTutoría Universitaria como una propuesta de excelencia, para al acompañamiento de los y las estudiantes y el soporte emocional que lleva implícito. Los resultados preliminares reflejan que urge seguir trabajando e investigando, para poder realizar intervenciones más ajustadas a las necesidades de cada contexto universitario

Media Distraction in College Students.

Recent development of media technology has greatly changed how students learn. Studying has become increasingly dependent on computer and the Internet, where students have easy access to a world of distractions. This dissertation consists of three studies that observed the amount of media usage during college students’ study activities (Study 1) and investigated the effect of media distraction on their memory (Study 2), reading and quantitative reasoning (Study 3). Results showed that college students from both China and the USA spent a sizable amount of their study time on media activities; lab experiments showed that media activities negatively affected students’ logical memory and reading comprehension, but did not affect performance on a quantitative reasoning task. In addition, the effect of media distraction on reading was negatively related to students’ daily social media usage, suggesting that heavy social media users might have developed adaptations to media distractions. Current college students have grown up with social media websites, and many of them are constantly connected to smart devices. By studying the impact of these technological experiences on their learning and cognition, the dissertation identifies problems of student learning in this digital era, which in turn has implications for educational practices. It also contributes to understanding of the interaction between technological development and changes in human cognition.PhDEducation and PsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/113320/1/zwwang_1.pd

大学生のタスク管理に関する研究 : 筑波大学を対象に

筑波大学修士 (図書館情報学) 学位論文・平成26年3月25日授与 (32624号)201

Practical, appropriate, empirically-validated guidelines for designing educational games

There has recently been a great deal of interest in the potential of computer games to function as innovative educational tools. However, there is very little evidence of games fulfilling that potential. Indeed, the process of merging the disparate goals of education and games design appears problematic, and there are currently no practical guidelines for how to do so in a coherent manner. In this paper, we describe the successful, empirically validated teaching methods developed by behavioural psychologists and point out how they are uniquely suited to take advantage of the benefits that games offer to education. We conclude by proposing some practical steps for designing educational games, based on the techniques of Applied Behaviour Analysis. It is intended that this paper can both focus educational games designers on the features of games that are genuinely useful for education, and also introduce a successful form of teaching that this audience may not yet be familiar with

What makes an interruption disruptive? Understanding the effects of interruption relevance and timing on performance

Interruptions disrupt activity, hindering performance and provoking errors. They present an obvious challenge in safety-critical environments where momentary slips can have fatal consequences. Interruptions are also a problem in more workaday settings, like offices, where they can reduce productivity and increase stress levels. To be able to systematically manage the negative effects of interruptions, we first need to understand the factors that influence their disruptiveness. This thesis explores how the disruptiveness of interruptions is influenced by their relevance and timing. Seven experimental studies investigate these properties in the context of a routine data-entry task. The first three experiments explore how relevance and timing interact. They demonstrate that the relevance of interruptions depends on the contents of working memory at the moment of interruption. Next, a pair of experiments distinguish the oft-conflated concepts of interruption relevance and relatedness. They show that interruptions with similar content to the task at hand can negatively affect performance if they do not contribute toward the rehearsal of goals in working memory. By causing active interference, seemingly useful interruptions that are related to the task at hand have the potential to be more disruptive than entirely unrelated, irrelevant interruptions. The final two experiments in this thesis test the reliability of the effects observed in the first five experiments through alternative experimental paradigms. They show that relevance and timing effects are consistent even when participants are given control over interruptions and that these effects are robust even in an online setting where experimental control is compromised. The work presented in this thesis enhances our understanding of the factors influencing the disruptiveness of interruptions. Its primary contribution is to show that when we talk about interruptions, ‘relevance’, ‘irrelevance’ and ‘relatedness’ must be considered in the context of the contents of working memory at the moment of interruption. This finding has implications for experimental investigations of interrupted performance, efforts to under- stand the effects of interruptions in the workplace, and the development of systems that help users manage interruptions