數位分心

數位分心

介紹

學習者進行網路資訊搜尋與學習時，容易在學習任務中產生多工的現象(Wu, 020)。部分學習者還可能因社群媒體的干擾而導致注意力分散，中斷了正在進行中的學習任務，上述情形即為「數位分心」(Digital Distraction)(Wu, 2015, 2017)。 國立陽明交通大學教育所吳俊育老師所開發的線上學習注意力奮起與調節策略量表 (Online Learning Motivated Attention and Regulation Strategies, OL-MARS) ，量表目的為檢測學習者依據自己線上學習的經驗，反思自我的數位分心狀態。包含五個構念：自覺注意力中斷 (PAD)、社交媒體通知(SMN)、社交懸念 (LT)、行為策略(BS)、結果評鑑 (OA) 。 其詳細內容請參考『數位分心網站』。

目前我們正在進行….

  • 數位分心網站
  • 各學制數位分心教材推廣
  • 數位分心IG 中文版 /英文版
  • 數位分心 icon設計
  • 課程概念影片(國小/高中)
  • 互動式遊戲
  • 數位分心line貼圖
  • 數位分心期刊論文投稿和發表
  • 數位分心相關新聞報導

數位分心網站介紹 

透過網站的方式將目前正在進行的各學制教材集結，不同學制的學習者皆可以找到對應的教材進行觀看及教學 (網站請點我)

 

各學制數位分心教材推廣

依據各學制去設計數位分心教材內容，其目的希望將數位分心的概念傳達給學生們，透過克讓學生親身體驗什麼是數位分心，並了解數位分心概念

數位分心課程概念影片

配合各學制教材，做為課程一開始的暖身影片，讓學生可以先透過影片的內容了解數位分心概念

國小

高中
國小YT影片 高中part1YT影片請點我 ／高中part2YT影片請點我 

數位分心IG 中文版

PO文內容以宣傳數位分心概念，並將專業知識以圖文及更為白話的方式傳達給大眾

中文版：@distractionlovesme 小狐狸分心實驗室 | 國立陽明交通大學教育所

#粉絲：273 (63.7%為女性; 36.2%為男性 / 18-34歲為大宗)

英文版：@studywithdistraction 

  

數位分心icon設計

數位分心icon設計由團隊中目前就讀國立陽明交通大學百川學程的陳卓琪同學協助設計。設計理念為，希望能有效且正確地傳遞數位分心資訊，我們嘗試用淺顯易懂的文字，並搭配簡單的圖片，協助第一次接觸數位分心的學生可以更快掌握各概念所代表的含意。

數位分心期刊論文投稿和發表

Wu, J.-Y. (2020). The predictive validities of individual working-memory capacity profiles and note-taking strategies on online search  performance. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12441 (SSCI: 2020 IF: 3.862, Q1)

Wu, J.-Y.*, & Cheng, T.† (2019). Who is better adapted in learning online within the personal learning environment? Relating gender differences in cognitive attention networks to digital distraction. Computers & Education, 128, 312–329. https://doi.org/10.1016/j.compedu.2018.08.016 (SSCI: 2019 IF: 5.296, Q1)

Wu, J.-Y.*, & Xie, C.† (2018). Using time pressure and note-taking to prevent digital distraction behavior and enhance online search performance: Perspectives from the load theory of attention and cognitive control. Computers in Human Behavior, 88, 244–254. https://doi.org/10.1016/j.chb.2018.07.008 (SSCI: 2018 IF:4.306)

Wu, J.-Y. (2017). The indirect relationship of media multitasking self-efficacy on learning performance within the personal learning environment: Implications from the mechanism of perceived attention problems and self-regulation strategies. Computers & Education, 106, 56–72. https://doi.org/10.1016/j.compedu.2016.10.010 (SSCI: 2017 IF: 4.538)

Wu, J.-Y.(2015). University students’ motivated attention and use of regulation strategies on social media.  Computers & Education, 89, 75-90. https://doi.org/10.1016/j.compedu.2015.08.016 (SSCI: 2015 IF: 2.881)

Ho, Y.-L., Lee, Y.-H., and Wu, J.-Y.* ( August, 2023).  Understanding digital distraction, workload, and flow tendency in the personal learning environment. Paper will be presented at the 2023 American Psychology Association Convention (APA 2023). Washington D.C., United States.

Ho, Y.-L., Liao, C.-H., and Wu, J.-Y.* (December, 2021).  Investigate the mediation effect of independence learning tendency between self-regulation strategy and learning performance in a Taiwanese high school. Paper will be presented at the 2021 National Chair Professorship Series: “Forward thinking, Interdisciplinary Research” Postgraduate Research Excellence Conference. National Taiwan Normal University, Taiwan.

Ho, Y.-L., Liao, C.-H., Weng, M.-J., Cheng, T.-Y., and Wu, J.-Y.* (November, 2021). The preliminary analysis of the association between Taiwan senior high school students’ digital distraction, learning procrastination, and autonomous learning. Paper will be presented at the Taiwan Association for Educational Communications and technology (TAECT 2021). 

數位分心相關新聞報導

  • 吳俊育。(2021, November 30). 平板好玩好學 消費數位落差.聯合報/聯合新聞網.
  • 林佳節。(2021, November 2).疫情后教育新常態》線上+實體課怎麼整合？「混合教育」全攻略.天下雜誌線上版735期.
  • 潘乃欣。（2020 年 8 月 28 日）。小學平板上課成績差？分心是大敵。聯合報/聯合新聞網。