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Permanent link (DOI): https://doi.org/10.7939/R3FF3MB2D

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Multitasking and Learning in Virtual Environments Open Access

Descriptions

Other title
Subject/Keyword
education
field independence
field dependence
introversion
cognitive style
learning
technology
extroversion
computer experience
virtual environment
distractor
multitasking
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Yuen, Connie L
Supervisor and department
Boechler, Patricia M (Educational Psychology)
Examining committee member and department
Adams, Catherine (Secondary Education)
Carbonaro, Michael (Educational Psychology)
Department
Department of Educational Psychology
Specialization
Technology in Education
Date accepted
2015-09-10T16:06:13Z
Graduation date
2015-11
Degree
Master of Education
Degree level
Master's
Abstract
Virtual environments are inherently social spaces where user productivity and collaborative learning can take place. However, the majority of existing studies to date investigate common behaviours such as multi-tasking within traditional face-to-face learning environments. As part of a thesis dissertation, this study investigated the importance of structuring learning environments to maximize learning and minimize virtual distractions. Using an OpenSim virtual environment, the researchers conducted an experimental study during the Fall 2013 and Winter 2014 terms with 91 undergraduate students at the University of Alberta. The study investigated the influence of participants’ prior computer experience, cognitive learning styles and extroversion-introversion on the impact of passive and social distractor tasks during learning and recall of factual information in virtual environments. The results indicated that prior video game use is a significant predictor of lower overall test time and higher overall test score, but the software recognition test, social networking use and virtual world use did not have a significant impact on learning performance. While extroverted individuals tended to complete questions faster under the interactive-type distractor condition, they achieved higher accuracy scores under the passive or no distractor-type conditions. Introverted individuals tended to complete questions faster and more accurately under the no distractor-type condition. In addition, the study found that field independent participants outperformed field-dependent counterparts by an average test score of 0.86 at approximately the same speed.
Language
English
DOI
doi:10.7939/R3FF3MB2D
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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