Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

Wong, Joseph T.; Mesghina, Almaz; Chen, Edward; Yeung, Natalie Au; Lerner, Bella; Richland, Lindsey E.

doi:10.1016/j.caeo.2022.100118

Cited by 12 publications

(10 citation statements)

References 136 publications

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“…Prior research has suggested that self-efficacy and goal-setting influence performance via greater on-task attention, the development of better task strategies, and greater task persistence (e.g., Bandura, 1997; Berry, 1999; Kanfer & Ackerman, 1989; Locke & Latham, 1990). As noted previously, self-efficacy is thought to influence performance via greater on-task focus and reduced off-task thinking related to personal concerns (e.g., Bandura & Jourden, 1991; Kanfer & Ackerman, 1989; Unsworth & Miller, 2021; Wong et al, 2023). Likewise, Locke and Latham (1990) suggest that goals help focus attention on on-task related activities and reduce off-task thoughts, resulting in less variable performance (see also Kanfer & Ackerman, 1989).…”

Section: Discussionmentioning

confidence: 92%

“…That is, higher self-efficacy should be related to greater task focus and fewer TUTs. For example, Wong et al (2023) found that learning self-efficacy was negatively correlated with mind-wandering, and mind-wandering partially mediated the relation between self-efficacy and online course engagement. Kane et al (2021) also demonstrated a weak negative correlation between learning self-efficacy and mind-wandering in classroom learning in undergraduates.…”

Section: Individual Differences In Acmentioning

confidence: 99%

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The importance of conative factors for individual differences in attention control.

Unsworth,

Miller

2024

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Relations between conative factors (task-specific motivation, attention self-efficacy, and self-set goals) and individual differences in attention control (AC) performance were investigated in two latent variable studies. Participants performed AC tasks along with measures of working memory and processing speed. During the AC tasks, participants self-reported their motivation, self-efficacy, and self-set goals for the tasks. Taskunrelated thoughts were also assessed. Confirmatory factor analyses demonstrated that latent factors for the constructs could be formed and the conative factors were each related to the AC factor. Structural equation modeling further suggested that the conative factors tended to account for unique variance in attention, even after accounting for shared variance with working memory and processing speed. These results provide evidence that conative factors are important for individual differences in AC and further suggest that multiple factors likely contribute to variation in performance on AC tasks.

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Section: Discussionmentioning

confidence: 92%

Section: Individual Differences In Acmentioning

confidence: 99%

The importance of conative factors for individual differences in attention control.

Unsworth,

Miller

2024

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…As we move into the new post-pandemic normal, adjustments to teaching and learning may still need to be made due to the lingering effects of the pandemic, especially as online and HyFlex classrooms continue to be used within communication and other disciplines (Beatty, 2019;Katz and Kedem-Yemini, 2021;Morreale et al, 2021;Westwick and Morreale, 2021;Wong et al, 2022). These instructors showed us that it is possible to pivot and embody pedagogical practices in unique and critical ways, using technology, and in doing so, to build relationships with students with a high degree of caring.…”

Section: Discussionmentioning

confidence: 99%

“Wait, I can’t do that anymore!”: pandemic teacher immediacy in college communication classes

Chatham-Carpenter,

Malone

2023

Front. Educ.

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IntroductionThe stress and strain due to various aspects of the pandemic affected teaching and learning. Relating between instructors and students, and between students, may never be the same. Adjustments to teaching and learning may still need to be made due to the lingering effects of the pandemic, especially as zoom classrooms continue to be used within communication and other disciplines.MethodsIn this study, the researchers interviewed 15 communication instructors, using indepth semi-structured zoom interviews, about their experiences in the pandemic classroom and how they attempted to build relationships and connections with students during the COVID-19 pandemic.ResultsThe researchers found specific immediacy strategies used by instructors, with participants indicating they attempted to use the more traditional teacher nonverbal immediacy behaviors such as eye contact, facial expressions, physical distance, and touch, but were hampered by the wearing of masks, practicing social distancing, and moving to online teaching modalities where student engagement was limited at best. Instructors also adapted verbal immediacy behaviors, as they used various strategies for inviting participation, providing feedback, and being real to develop connections with students, as well as building in specific teaching structures into their pandemic classrooms. In addition, participants indicated they used a variety of additional immediacy-related strategies and behaviors to build relationships once moving to blended HyFlex or online teaching. These strategies were used consistently, as instructors seamlessly moved between the online synchronous classroom, the blended classroom, and the face-to-face classroom with masking and physical distancing required.DiscussionOur research revealed that there were unique ways relationships were built, typically using different types of media to enact teacher immediacy in nuanced ways. We argue that looking at such teaching using both media multiplexity and embodied pedagogy perspectives can enhance the teacher immediacy literature by demonstrating how teacher immediacy was changed during the pandemic, as media richness increased the likelihood of developing relationships between teachers and students through an embodied pedagogy of caring using technological tools.

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“…A particular point of investigation lies in the necessity of immersive edu-metaverse learning. As revealed by previous studies, conventional video conferencing and collaboration platforms like Zoom suffer from issues like poor engagement [80] and low attentiveness [81], making them not ideal for CL. Meanwhile,edu-metaverse is well positioned to fill this role.…”

Section: E Collaborative Mind Mapping In Edu-metaversementioning

confidence: 99%

Knowledge-Graph-Driven Mind Mapping for Immersive Collaborative Learning: A Pilot Study in Edu-Metaverse

Jia,

Wang,

Sin

et al. 2024

IEEE Trans. Learning Technol.

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One of the promises of edu-metaverse is that it can provide a virtual environment that can enable us to engage in learning activities that are similar to or on par with reality. Coupled with the digital enhancement that can be introduced in a virtual environment, learning in an edu-metaverse has been expected to bring novel learning experiences to students. However, despite its captivating outcome, it seems there is limited adoption of edu-metaverse for practical learning currently. We believe this can be attributed to the fact that there is a lack of investigation into learners' behavior given a social learning environment. This lack of investigation is critical, as without behavioral insight, it hinders the development of education material and the direction of an edu-metaverse.This paper aims to provide insights into learner behavior in edu-metaverse by conducting a focused pilot study. Particularly, we investigate the learners' behavior when drawing mind maps in the metaverse aided by the embedded knowledge graph. Compared to Zoom, a typical video conferencing and remote collaboration platform, it seems that users are more involved in learning activities, and the co-presence seems to assist in engagement so that they are more willing to contribute to the learning task collaboratively. Our work also provides insight into the interaction and learning activity design for edu-metaverse, particularly when mind maps are involved.

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Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

Cited by 12 publications

References 136 publications

The importance of conative factors for individual differences in attention control.

The importance of conative factors for individual differences in attention control.

“Wait, I can’t do that anymore!”: pandemic teacher immediacy in college communication classes

Knowledge-Graph-Driven Mind Mapping for Immersive Collaborative Learning: A Pilot Study in Edu-Metaverse

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