Technological responses to distracting media multitasking in academic learning

  • With the rise of digitalization and ubiquity of media use, both opportunities and challenges emerge for academic learning. One prevalent challenge is media multitasking, which can become distracting and hinder learning success. This thesis investigates two facets of this issue: the enhancement of data tracking, and the exploration of digital interventions that support self-control. The first paper focuses on digital tracking of media use, as a comprehensive understanding of digital distractions requires careful data collection to avoid misinterpretations. The paper presents a tracking system where media use is linked to learning activities. An annotation dashboard enabled the enrichment of the log data with self-reports. The efficacy of this system was evaluated in a 14-day online course taken by 177 students, with results confirming the initial assumptions about media tracking. The second paper tackles the recognition of whether a text was thoroughly read, an issue brought on by the tendency of students to skip lengthy and demanding texts. A method utilizing scroll data and time series classification algorithms is presented and tested, showing promising results for early recognition and intervention. The third paper presents the results of a systematic literature review on the effectiveness of digital self-control tools in academic learning. The paper identifies gaps in existing research and outlines a roadmap for further research on self-control tools. The fourth paper shares findings from a survey of 273 students, exploring the practical use and perceived helpfulness of DSCTs. The study highlights the challenge of balancing between too restrictive and too lenient DSCTs, particularly for platforms offering both learning content and entertainment. The results also show a special role of media use that is highly habitual. The fifth paper of this work investigates facets of app-based habit building. In a study over 27 days, 106 school-aged children used the specially developed PROMPT-app. The children carried out one of three digital activities each day, each of which was supposed to promote a deeper or more superficial processing of plans. Significant differences regarding the processing of plans emerged between the three activities, and the results suggest that a child-friendly planning application needs to be personalized to be effective. Overall, this work offers a comprehensive insight into the complexity and potentials of dealing with distracting media usage and shows ways for future research and interventions in this fascinating and ever more important field.

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Author:Daniel BiedermannORCiDGND
Place of publication:Frankfurt am Main
Referee:Hendrik DrachslerORCiDGND, Detlef KrömkerGND
Document Type:Doctoral Thesis
Date of Publication (online):2024/01/03
Year of first Publication:2023
Publishing Institution:Universitätsbibliothek Johann Christian Senckenberg
Granting Institution:Johann Wolfgang Goethe-Universität
Date of final exam:2023/12/14
Release Date:2023/12/20
Page Number:222
Kumulative Dissertation

enthält die akzeptierte Manuskriptversion (Author Accepted Manuscripts) de folgenden Artikel:
Biedermann, Daniel; Ciordas-Hertel, George-Petru; Winter, Marc; Mordel, Julia; Drachsler, Hendrik (2023): Contextualized Logging of On-Task and Off-Task Behavior during Learning. Journal of Learning Analytics 2023, Vol. 10(2), S. 115-125, eISSN 1929-7750. DOI 10.18608/jla.2023.7837

Biedermann, Daniel; Schneider, Jan; Ciordas-Hertel, George-Petru; Eichmann, Beate; Hahnel, Carolin; Goldhammer, Frank; Drachsler, Hendrik (2023): Detecting the Disengaged Reader—Using Scrolling Data to Predict Disengagement during Reading. LAK23: 13th International Learning Analytics and Knowledge Conference, March 2023, Seite 585–591.  DOI 10.1145/3576050.3576078

Biedermann, Daniel; Schneider, Jan; Drachsler, Hendrik (2021): Digital self-control interventions for distracting media multitasking — A systematic review. Journal of Computer Assisted Learning 2021, Vol. 37(5), Seite 1217–1231.eISSN 1365-2729. DOI 10.1111/jcal.12581

Biedermann, Daniel, Kister, Stella; Breitwieser, Jan; Weidlich, Joshua; Drachsler, Hendrik (2023): Use of Digital Self-Control Tools in Higher Education – A Survey Study. Education and Information Technologies 2023, DOI 10.1007/s10639-023-12198-2

Biedermann, Daniel; Breitwieser, Jan; Nobbe, L., Drachsler, Hendrik; Brod, G. (2023): Designing an app to enhance children's planning skills: A case for personalized technology. [This paper is in its second revision in the journal Behavior and Information Technology]
Institutes:Informatik und Mathematik / Informatik
Dewey Decimal Classification:0 Informatik, Informationswissenschaft, allgemeine Werke / 00 Informatik, Wissen, Systeme / 004 Datenverarbeitung; Informatik
3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung
Licence (German):License LogoDeutsches Urheberrecht