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Examining the influence of saliency of peer-induced distractions on direction of gaze and lecture recall

机译：研究同伴引起的分心的显着性对注视方向和演讲记忆的影响

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摘要

In two experiments, we recorded participants' direction of gaze as they watched a lecture video while a nearby researcher (sitting in-view of the participant) either: (a) attentively watched the lecture video with their laptop turned off (no distraction), (b) read through a research article on their laptop (Low Saliency distraction), or (c) watched a soccer match on their laptop with muted volume (High Saliency distraction). After the lecture video, a test was given to gauge memory of lecture content. In Experiment 1, an analysis of direction of gaze revealed that participants were objectively more distracted with increasing levels of distractor saliency. However, no differences between saliency conditions were found in retention for lecture content. These results were replicated in Experiment 2, in which we administered a different repertoire of lecture-content questions. Findings are discussed in terms of the ability to strategically and opportunistically engage with lecture content, the availability of multiple cognitive-resource pools, and the varying impact that multitasking in the classroom might have on the user and nearby peers. (C) 2016 Elsevier Ltd. All rights reserved.
机译：在两个实验中，我们记录了参与者观看演讲视频时参与者注视的方向，而附近的研究人员（坐在参与者的视野内）则是：（a）在笔记本电脑关闭的情况下专心地观看了演讲视频（不分散注意力）， （b）仔细阅读笔记本电脑上的一篇研究文章（低显着注意力），或（c）观看笔记本电脑上音量较小的足球比赛（高显着注意力）。讲座视频之后，进行了测试以评估讲座内容的记忆。在实验1中，对注视方向的分析显示，随着干扰因素显着性水平的提高，参与者在客观上会更加分散注意力。但是，在保持演讲内容的显着性条件之间没有发现差异。这些结果在实验2中重复进行，在实验2中，我们管理了不同的演讲内容问题库。根据策略性和机会性地讲授内容的能力，多个认知资源库的可用性以及教室中多任务处理对用户和附近同伴的不同影响，对发现进行了讨论。 （C）2016 Elsevier Ltd.保留所有权利。

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