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Påverkan av mobiltelefonanvändning vid inlärning på gymnasieelevers minnesprestation
Örebro University, School of Law, Psychology and Social Work.
Örebro University, School of Law, Psychology and Social Work.
2016 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
The Effect of Cell Phone Use During Learning on High School (English)
Abstract [sv]

Ungdomar tillhör idag det som kallas den digitala generationen och äruppvuxna i en verklighet där tekniska redskap är en självklarhet.Mobiltelefonanvändning under lektionstid innebär deladuppmärksamhet. Tidigare forskning visar att användning av tekniskaredskap vid inlärning påverkar studenters akademiska prestationnegativt. Gymnasieelever är en sällan undersökt målpopulation isamband med uppmärksamhet och inlärning. Syftet med denna studievar att undersöka om mobiltelefonanvändning vid inlärning påverkargymnasieelevers minnesprestation. Ett experiment bestående av ettfriåtergivningstest och ett läsförståelsetest genomfördes med 49deltagare. Deltagarna som använde delad uppmärksamhet mottog ochsvarade på ett meddelande i sin mobiltelefon under inkodning.Resultatet visade att mobiltelefonanvändning vid inlärning påverkargymnasieelevers minnesprestation negativt vid läsförståelse. Merspecifikt påverkades manliga gymnasieelever mer av deladuppmärksamhet vid läsförståelse.

Abstract [en]

Adolescents today are part of what is called the digital generation andare raised in a reality where technical instruments are part of everydaylife. Cell phone use in class results in divided attention. Previousresearch has shown that usage of technical instruments during learninghas a negative impact on students’ academic performance. Highschool students are seldom the target population in studies concerningattention and learning. The purpose of this study was to investigatewhether cell phone use during learning affects high school students’memory performance. An experiment including a test of free recalland a test of reading comprehension was conducted with 49participants. The participants in the divided attention conditionreceived and responded to a message in their cell phones at encoding.The results showed that cell phone use during learning had a negativeimpact on high school students’ reading comprehension. Specifically,male high school students’ reading comprehension was more affectedby divided attention.

Place, publisher, year, edition, pages
2016.
Keyword [en]
Cell phone use, divided attention, focused attention, memory performance, high school students, learning.
Keyword [sv]
Mobiltelefonanvändning, delad uppmärksamhet, fokuserad uppmärksamhet, minnesprestation, gymnasieelever, inlärning.
National Category
Psychology
Identifiers
URN: urn:nbn:se:oru:diva-52917OAI: oai:DiVA.org:oru-52917DiVA: diva2:1034577
Subject / course
Psykologi
Supervisors
Examiners
Available from: 2016-10-12 Created: 2016-10-12 Last updated: 2017-10-18

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CiteExportLink to record
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