Students’ Comprehension of Scientific Discussion: Using Eye-tracking Technique to Investigate the Effects of Social-media Messages on Television

The present study explores the effects of social-media messages that are presented in television content. In particular, the retention of content and changes in attitude through watching television programs was investigated. Thirty participants were randomly assigned to one of two conditions: one that included social-media messages and one that omitted social-media messages. The participants’ eye movements as well as retention performance and attitude toward the topic discussed on the television program were measured. Attitude was measured using two subscales: one concerned with positive attitude and the other with skeptical attitude. Results indicated that the retention performance of participants who paid attention to the social-media messages longer was lower than that of participants who paid less attention. The participants’ attitudes changed after watching the television program but the effects of social-media messages were unclear for attitude change. The possibility of the appropriate use of social-media messages is also discussed

Utilizing eye-tracking to explain variation in response to inconsistent message onbelief change in false rumor

Exposure to Inconsistent message has been demonstrated as auseful method to alleviate belief in false rumor. However, thedata from previous research included unexplained variation inresponse to inconsistent message. Existing research alsoincluded the possibility that participants skipped out onreading and therefore they were not exposed to a message.We used an eye tracker to eliminate the possibility. Eyetracking data revealed that participants not only did not skipbut they paid more visual attention to inconsistent messagescomparing with consistent messages. Despite the overalleffectiveness of inconsistent message, some responsesshowed continued belief in rumors even after the exposure.Eye-tracking analyses demonstrated that when participantshad positive pre-belief for a rumor, more visual attention toinconsistent message predicted strengthened the belief. Wediscuss when exposure to inconsistent message does not workwell as a way for harnessing belief in false rumor

コリアゴ ガクシュウシャ ノ ドウキヅケ ニ ツイテノ テイリョウテキ ブンセキ ノ ココロミ カンコク ガッコウ ト コウリツ ガッコウ ノ ガクシュウシャ ヲ タイショウ トシテ

本研究は、第二言語動機づけ自己システムの枠組みを適用し、コリア語動機づけの構造と、コリア語の位置づけ（外国語、母語・継承語）や生育歴（日本居住歴）による動機づけの強さの違いを分析するものである。日本の公立学校の生徒（312名）と韓国学校の生徒（150名）を対象に第二言語動機づけ自己システムの質問紙調査を実施した。多母集団同時比較を用いた確認的因子分析の結果から、両者に「理想自己」「義務自己」「学習経験」の３因子構造が共通して適用できるものの、因子間の関連には違いが見られた。韓国学校の生徒と公立学校の生徒の尺度得点を比較すると、理想自己には有意な差は見られなかった。一方、韓国学校の生徒の義務自己の尺度得点は公立学校の生徒より有意に高く、学習経験の尺度得点は公立学校の生徒より低かった。また、韓国学校の生徒について生育歴による違いを分析したところ、日本生まれの生徒は出生後に来日した生徒より義務自己と学習経験のスコアが低かった。The study applies the framework of the L2 motivational self-system to the motivation of Korean language learning and examines the differences in motivational strength depending on the Korean language status (foreign language or first/heritage language) and the history of upbringing (length of residence in Japan). We administered the L2 motivational self-system questionnaire scale to 312 Japanese public school students and 150 Korean school students. The results of confirmatory factor analysis using multi-population comparison revealed a three-factor structure of“ ideal L2 self,”“ ought-to L2 self,” and“ learning experience” for the students of both schools. However, the relationship among the factors differed between the two groups. Comparing the scale scores of the Korean school students and the public school students showed no significant difference for the ideal L2 self scale. Korean school students scored significantly higher for the ought-to L2 self scale, while they scored significantly lower for the learning experience than Japanese public school students. Analysis of the differences in Korean school students by the history of upbringing showed that students born in Japan had lower scores on ought-to L2 self and learning experience than those who came to Japan after birth.研究ノートResearch Note

Does incorporating social media messages into television programs affect the validation of incorrect arguments?

The present study explores the impact of including social media messages on learning from television programs that broadcast pseudoscientific claims. Seventy-seven university students were allocated to one of three experimental conditions: viewing television content with messages supporting the claim, with opposing messages, or without any messages presented. Memory retention did not differ among the conditions. However, social media messages influenced validation of the arguments claimed in the video. The participants who watched the video with opposing messages showed significant decrease in positive attitude toward the pseudoscientific technology that claimed to be effective in the video. Additionally, the participants who watched the video with supporting messages made fewer critical comments and showed willingness to donate more to the activity using the pseudoscientific technology. The impact of including social media messages and the process of attitude change are discussed

Do social media messages incorporated into television programming impact learning? The effects of disposition to critical thinking

The present study explores the impact on memory and attitude change of social media messages that are incorporated into television programs, and the interaction of such messages with the viewer’s disposition to critical thinking. Sixty university students were allocated to one of two experimental conditions and viewed television content: social media messages were included in only one condition. The results showed a significant interaction between participants’ disposition (Objectiveness) and the experimental condition: participants with higher Objectiveness scores exhibited larger changes in their attitudes. An analysis of 10 participants’ eye fixations suggested participants’ tendency to change their allocation of attention to different types of message over time. Additionally, there was a significant correlation between the tendency to focus on these messages and scores for disposition to critical thinking (Objectiveness and Logical thinking). We discuss the possible conclusions on the impact of showing social media messages and the limitations of this study