%0 Conference Proceedings
%T What Students Do While You Are Teaching – Computer and Smartphone Use in Class and Its Implication on Learning
%+ Université de Fribourg = University of Fribourg (UNIFR)
%+ Bern University of Applied Sciences (BFH)
%A Ochs, Carli
%A Sonderegger, Andreas
%Z Part 7: Education and HCI
%< avec comité de lecture
%@ 978-3-030-85615-1
%( Lecture Notes in Computer Science
%B 18th IFIP Conference on Human-Computer Interaction (INTERACT)
%C Bari, Italy
%Y Carmelo Ardito
%Y Rosa Lanzilotti
%Y Alessio Malizia
%Y Helen Petrie
%Y Antonio Piccinno
%Y Giuseppe Desolda
%Y Kori Inkpen
%I Springer International Publishing
%3 Human-Computer Interaction – INTERACT 2021
%V LNCS-12933
%N Part II
%P 501-520
%8 2021-08-30
%D 2021
%R 10.1007/978-3-030-85616-8_29
%K Digital distractions
%K Academic performance
%K Notifications
%Z Computer Science [cs]Conference papers
%X The presence of mobile devices (e.g., smartphones, tablets and computers) in the classroom gives students the possibility of doing off-task activities during lectures. The purpose of this mixed-method field study was to learn more about students’ behaviors, reasons, and opinions regarding such activities and their consequences on learning. This study is one of few to take a holistic view on this topic by taking the use of all technical devices in class into account and assessing its consequences on learning objectively. This is important to gain a full picture concerning the consequences of off-task activities in class. Right after a lecture, bachelor students (N = 125) answered a survey containing questions on their usage of mobile devices during this last class. Furthermore, they took a test on the content of that lecture. Qualitative and quantitative analysis of data revealed that students spent an average of more than 19% of their time using a digital device for non-class purposes. Interestingly, this was not significantly linked with learning, although many students reported being aware of this behavior’s potential negative consequences. But there was a significant negative link between the number of received notifications and learning. These results suggest that external interruptions have a stronger negative effect than internal interruptions, allowing us to make better recommendations on how to use electronic devices in the classroom.
%G English
%Z TC 13
%2 https://inria.hal.science/hal-04196874/document
%2 https://inria.hal.science/hal-04196874/file/520516_1_En_29_Chapter.pdf
%L hal-04196874
%U https://inria.hal.science/hal-04196874
%~ IFIP-LNCS
%~ IFIP
%~ IFIP-TC13
%~ IFIP-INTERACT
%~ IFIP-LNCS-12933