The Role of Executive Functioning and Technological Anxiety (FOMO) in College Course Performance as Mediated by Technology Usage and Multitasking Habits.

This study investigated how technology use impacts academic performance. A proposed model postulated that academic performance could be predicted by a cognitive independent variable-executive functioning problems-and an affective independent variable-technological anxiety or FOMO (fear of missing out)-mediated by how students choose to use technology. An unobtrusive smartphone application called "Instant Quantified Self" monitored daily smartphone un-locks and daily minutes of use. Other mediators included self-reported smartphone use, self-observed studying attention, self-reported multitasking preference, and a classroom digital metacognition tool that assessed the student's ability to understand the ramifications of technology use in the classroom that is not relevant to the learning process. Two hundred sixteen participants collected an average of 56 days of "Instant" application data, demonstrating that their smartphone was unlocked more than 60 times a day for three to four minutes each time for a total of 220 daily minutes of use. Results indicated that executive functioning problems predicted academic course performance mediated by studying attention and a single classroom digital metacognition subscale concerning availability of strategies of when to use mobile phones during lectures. FOMO predicted performance directly as well as mediated by a second classroom digital metacognition concerning attitudes toward mobile phone use during lectures. Implications for college students and professors include increasing metacognition about technology use in the classroom and taking "tech breaks" to reduce technology anxiety.

Este estudio analiza la repercusión del uso de la tecnología en el desempeño académico. Se propuso un modelo que postulaba que el desempeño académico podía predecirse mediante una variable independiente cognitiva (los problemas de funcionamiento ejecutivo) y una variable independiente afectiva (la ansiedad tecnológica o FOMO ­el miedo a perderse algo), influido por el modo como los alumnos elegían utilizar la tecnología. Mediante una aplicación para móvil no intrusiva, denominada "Yo cuantificado instantáneo" seguía los desbloqueos diarios del móvil y los minutos de uso. Había otros mediadores, como el uso del móvil según el usuario, la atención en el estudio según la observa el usuario, preferencias de multi-tarea según el usuario y una nueva herramienta de medida digital en el aula para analizar la capacidad del alumno para entender las ramificaciones del uso de la tecnología en el aula que no relevante para el proceso de aprendizaje. Un total de 216 participantes recogieron datos de la aplicación "instantánea" durante una media de 56 días, mostrando que su teléfono móvil era desbloqueado más de 60 veces al día entre tres y cuatro minutos cada vez durante un total de 220 minutos diarios de uso. Los resultados indicaban que los problemas de funcionamiento ejecutivo predecían el rendimiento académico mediatizado por la atención en el estudio y una única subescala de metacognición digital en el aula relativa a la disponibilidad de estrategias sobre cuándo utilizar el móvil durante las clases. El FOMO predecía el desempeño directamente además de a través de una segunda metacognición digital del aula relativa a las actitudes hacia el teléfono móvil durante las clases. Entre las implicaciones para los alumnos y los profesores está el aumento de la metacognición sobre el uso de la tecnología en el aula y "descansar de la tecnología" para disminuir la ansiedad que produce.

Media Multitasking and Cognitive, Psychological, Neural, and Learning Differences.

American youth spend more time with media than any other waking activity: an average of 7.5 hours per day, every day. On average, 29% of that time is spent juggling multiple media streams simultaneously (ie, media multitasking). This phenomenon is not limited to American youth but is paralleled across the globe. Given that a large number of media multitaskers (MMTs) are children and young adults whose brains are still developing, there is great urgency to understand the neurocognitive profiles of MMTs. It is critical to understand the relation between the relevant cognitive domains and underlying neural structure and function. Of equal importance is understanding the types of information processing that are necessary in 21st century learning environments. The present review surveys the growing body of evidence demonstrating that heavy MMTs show differences in cognition (eg, poorer memory), psychosocial behavior (eg, increased impulsivity), and neural structure (eg, reduced volume in anterior cingulate cortex). Furthermore, research indicates that multitasking with media during learning (in class or at home) can negatively affect academic outcomes. Until the direction of causality is understood (whether media multitasking causes such behavioral and neural differences or whether individuals with such differences tend to multitask with media more often), the data suggest that engagement with concurrent media streams should be thoughtfully considered. Findings from such research promise to inform policy and practice on an increasingly urgent societal issue while significantly advancing our understanding of the intersections between cognitive, psychosocial, neural, and academic factors.

Pathways for Learning from 3D Technology.

The purpose of this study was to find out if 3D stereoscopic presentation of information in a movie format changes a viewer's experience of the movie content. Four possible pathways from 3D presentation to memory and learning were considered: a direct connection based on cognitive neuroscience research; a connection through "immersion" in that 3D presentations could provide additional sensorial cues (e.g., depth cues) that lead to a higher sense of being surrounded by the stimulus; a connection through general interest such that 3D presentation increases a viewer's interest that leads to greater attention paid to the stimulus (e.g., "involvement"); and a connection through discomfort, with the 3D goggles causing discomfort that interferes with involvement and thus with memory. The memories of 396 participants who viewed two-dimensional (2D) or 3D movies at movie theaters in Southern California were tested. Within three days of viewing a movie, participants filled out an online anonymous questionnaire that queried them about their movie content memories, subjective movie-going experiences (including emotional reactions and "presence") and demographic backgrounds. The responses to the questionnaire were subjected to path analyses in which several different links between 3D presentation to memory (and other variables) were explored. The results showed there were no effects of 3D presentation, either directly or indirectly, upon memory. However, the largest effects of 3D presentation were on emotions and immersion, with 3D presentation leading to reduced positive emotions, increased negative emotions and lowered immersion, compared to 2D presentations.