digital devices, digital brains (271793820)

8/20/2019 Digital Devices, Digital Brains (271793820)

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Digital Devices, Digital Brai

Dr. Anne Niccoli

Coast Guard, Leadership Development Center

[email protected]

Psych-brain-tWikimedia



Copyright

• This presentation leaves copyright of the content to the preUnless otherwise noted in the materials, uploaded content

Creative Commons Attribution-NonCommercial-ShareAlike lwhich grants usage to the general public with the stipulated

https://creativecommons.org/licenses/by-nc-sa/3.0

https://creativecommons.org/licenses/by-nc-sa/3.0



The big ideas

Heuris• New

•

New

Metacognition• Comprehension

• Self-Regulation

Attention• Focus

•

Task Switching

Wikimedia Commons



Survey

• Feel panicked if they misplace their phone

• U.S. Smartphone users check phones every hour

• Check phones while on the toilet

• Check phones during a meal with others

• 7

• 5

•

4

• 3

Rosen, 2013



Survey

• Cost and hassle of replacing phone

• Concerns about personal data

• Use mobile banking

• 38%

• 20%

• 21%

Mobile Mindset Study, 2012

Panic because…



Your brain on games

Video game players show:

• more volume in brain areas whreward are processed

• more dopamine, similar to an a

• less activity in areas dealing wiregulation and aggression

Rosen, 2013

playing-too-much.wikispaces.com

www.clipshrine.com



Your brain on devices

• Distracted brains show s

regions that are activatebrain and…

• more distractions tendscorrespond to more act

Rosen, 2012https://www.flicker.com



Your brain on multitasking

Using multiple devices change brain structure ….

Reduces gray matter and impedes memory.

Loh & Kanai, 2014, PLoS ONE



Attention

• What about attention span? It depends…

Focused Attention (short bursts) - requires the least amount

Sustained Attention (long periods)

Selective Attention (filtering)

Alternating Attention (task switching)

Divided Attention (multitasking) - requires the most amount o

Carp



Selective Attention: filtering

• Our minds deceive us

Monkey business illusion

• Filtering irrelevant information--not distracted

Test your motion detection

• Ability to inhibit irrelevant material relates to higher order

cognitive functions; there is a link between sensorydiscriminations and IQ.

Test your attention span

Melnick et al., 2013; Simons, D., 2010 [video]; Motion video: https://www.youtube.com/wat

Attention Test: http://psychologytoday.tests.psychtests.com/take_test.php?idRegTest=3361

R h i d i

https://www.youtube.com/watch?v=IGQmdoK_ZfY

https://www.youtube.com/watch?v=qxt2Uo_GuXI


http://psychologytoday.tests.psychtests.com/take_test.php?idRegTest=3361









https://www.youtube.com/watch?v=IGQmdoK_ZfY



Research: sustained attention

• Researchers used closed-loop neurofeedback to improve sustaattention.

•

The focus of attention was monitored in real time.• Feedback was given when indicators of an attentional lapse we

detected in the brain.

• Behavioral performance improved after one training session.

deBettencourt, et al., 2015http://www.flickr.com

M bil d i f t d i



Mobile devices for studying

What percent of college students usemobile devices for studies?

McGraw-Hill Education Research & Learn Smart Advantage, 2015

How has study ho

week changed sin

1971 =

24 hours

1

81%

clipshrine.com

R h t k it hi ( t d i d)



Research: task switching (study period)

15-minute study period

• How often did college students switch fromstudying?

Rosen, Whaling, Carrier, Cheever, & Rokkum, 2013

15 min =

Every 5-6minutes

T k i hi d i h k ( )



Task switching during homework (reasons)

Reasons (actual) Frequency

%

Texting 68

Boredom 63

Received call 42

Switch computer screen 36

TV 31

Reasons (imagined exam

Texting

Music

Facebook

Phone calls

TV

40% would study in a

Rosen, Carrier, & Cheever, 2013

f



Text interruptions: test performance

Rosen, Lim, Carrier, & Cheever, 2011

• Elapsed time (min.):

Group 1

• Text Received: < 5 minutes =

• Text Received: > 5 minutes =

Group 2

• Text Response: < 5 minutes =

• Text Response: > 5 minutes =

Text Received % C

< 5 minutes

> 5 minutes

Text Response % C

< 5 minutes

> 5 minutes

% Corr

T i i f





% Co

78

91

70

75

80

85

90

95

< 5 minutes > 5 minutes

Text Received

> 5 M

C

T i i f





% C

76

85

70

7274

76

78

80

82

84

86

< 5 minutes > 5 minutes

Text Response

> 5

C

Task switching: educational implications



Task switching: educational implications

• Students task switch often while studying and during class

• 91% college students sent or received a text (Tindell &Bohlander, 2012)

• 75% college students checked text messages everyhour or less (Rosen et al., 2012)

• 41% felt anxious if they could not check texts or social

media (Rosen et al., 2011)

Heuristics & shortcuts



Heuristics & shortcuts

• Reading habits: Does scrolling encourage skimming vs. diving?

• Effort: How does access to instant, digital information impactintellectual efforts?

• Handwriting: Are devices displacing handwriting?

(handwriting trains brain-memory and recognition)

Dukette & Cornish, 2009; Herold, 2014; Liu, 2005; Wolf, 2010

http://ww

Ebooks and distraction: students say



Ebooks and distraction: students say…

If costs were the same, what % preferhard copy vs. ebooks for school?

What % report it is easier to concentratewhen reading print?

What % likely to multitask while readingon-screen?

Baron, 2015

www.pu

http://

90%

85%

92%

Your brain on e books



Your brain on e-books

• Habits: metacognition and study skills

• E-reading takes longer

• Scanning & skimming vs. deep reading

• Stimulation-always on

• Sleep disruptions-screen

• Distractions-filtering irrelevant

• Children: co-reading recall, tablet vs. paper books

Bi-literate brain--different parts of our brains activate depending

or deep reading (Wolf, 2010).

Ackerman & Goldsmith, 2011; Changa, Aeschbach, Duffy, & Czeislera, 2015; Joan Ganz Coon

Liu, 2005; Noyes & Garland, 2003; Westlund et al., 2008, Westlund et al., 2005; Wolf & Barz

http://www.soci

Your brain on books www.pub



Your brain on books

Books provide physical cues that effect brain processesand learning:

• Books give a mental orientation

(beginning, middle, end)

• Books provide intuitive navigation and mental maps

• Books make it easier to comprehend chronological order

• Books offer contextual cues

(i.e., studying on monitor relies on memory recall vs. knowing)

Jabr, 2013; Noyes & Garland, 2003; Szalavitz, 2012

Laptops in class: college student survey



Laptops in class: college student survey

Beliefs about the benefits of using laptops

Variable Impact

Taking Notes 65%

Academic Activities 57%

Academic Success 72%

Kay & Lauricella, 2011

http://oslerwater.blo

Laptop distractions: classrooms



Laptop distractions: classrooms

Law Students % Distraction

Freshmen 14-17%

Seniors 34-37%

All laptop users 24%

Sovern, 2013

http://osler

Remember Sesame Street—85% attention…

compare to law students

Brains on laptop multitasking: comprehension



Brains on laptop multitasking: comprehension

Sana, Weston, & Cepeda, 2013, Computers & Education

Multita

11% Low

• Is there a difference in comprehension scores

between multitasking and no multitasking?

• What about test performance when viewingmultitasking?

Viewing M

17% Low

http://oslerwater.blogspot.com

Note taking effects



Note taking effects

• Which is better?

Note Taking• Factual: laptop vs. longhand?

• Conceptual: laptop vs. longhand?

Note Studying

• Factual: laptop vs. longhand?

• Conceptual: laptop vs. longhand?

Mueller & Oppenheimer, 2014,Psychological Science

Images: clipshrine.com

Studying longhand

higher scores for bo

and conceptual und

Without studying: No

differences for factua

understanding.

Test Performance Sco

Note taking effects Test Performance Sc



Note taking effects

Mueller & Oppenheimer, 2014,Psychological Science

Image: clipshrine.com

Studying longhand

higher scores for bo

and conceptual und

Test Performance Sc

-0.04

-0.14

0.29

0.13

-0.2

-0.1

0

0.1

0.2

0.3

0.4

Facts Conceptual

Study Notes Laptop

Longhand

Your brain on novels



Your brain on novels

• Presence of dialog among story characters modulatedactivity in many regions in the bilateral temporal andinferior frontal cortices.

• Potentially activates key theory of mind regions.

• Physical motions of story characters were represented inthe posterior temporal cortex/angular gyrus.

• Processing the motions of the characters also modulatedthe activity of a region in the superior temporal sulcus,as well as in the left inferior frontal gyrus.

Revealed: Brain regions that encode information about story ch

Wehbe, Murphy, Talukdar, Fyshe, Ramdas, et al., 2014

Your brain on Jane Austen



Your brain on Jane Austen

• One of the first fMRI experiments to study how ourbrains respond to literature (Phillips et al., 2012).

• fMRI allows for a dynamic picture of blood flow in thebrain: where and when neurons fire.

• Eye-tracking with fMRI shows how eyes move while

reading.

Attenti

deep a

Dramatic increases in blood flow to regions of the brain beyond “executive

suggesting that how we read may be as important as what we read (Phillips

Goldman, C. Stanford News, 2012; Phillips et al., 2012

http:/

Reading mode study: Niccoli, 2014



Reading mode study: Niccoli, 2014

• Introduction

• Problem Statement

•

Theoretical Framework• Significance of the Study

• Purpose of the Study

• Research Questions

• Synthesis of Literature

• Results

• Discussion

www.publicdomain

Critical thinking: gaps



Critical thinking: gapsCritical reading trends, 2011 mean SAT scores

(College Board, 2011)

• What percentage of U.S. College students scored proficient in cthinking in 2011?

Critical Thinking, U.S. College Students (ETS, 2011)

Not Proficient Marginal Proficiency Profici

80% 15% 5%

Digital reading



g g

What percentage of colleges use e-textbooks?

(as of 2013)

Currently Use Plan to Use

63 % 27%

The Chronical of Higher Education, 2014

http://www.s

Problem, theoretical framework, significance



, , g

• There is a scarcity of research on the effects of digital readinrelation to recall accuracy and comprehension.

• This study draws upon concepts, principles, and assumptionassociated with cognitive information-processing.

• The results point educators to possible areas of concern reginstructional and educational decisions: 1) whether to use edevices for specific activities or assignments and 2) determiuse of test scores originating from electronic devices.

Purpose



p

https://www.flickr.com

Hypotheses



yp

To determine the effects of reading mode, the researcher tested hypotheses:

• H1: Students who read a paper article will have a statistically sigdifference in greater recall accuracy as shown by test scores comthose who read the same digital article using a tablet.

• H2: Students who read a paper article will have a statistically sigdifference in reading comprehension as shown by higher test sccompared to those who read the same digital article using a tab

Synthesis of literature



y

• Liu (2005) examined changes in reading behavior when using ddevices;

• Digital screen readers engaged in greater use of shortcuts (i.e., browkeywords).

• Students reviewed and navigated either a digital or paper readcompleting an open-book, hour-long test (Managen et al., 201

• Paper readers showed significantly higher comprehension scores comdigital readers.

Synthesis of literature



y

•

Students read either a digital or textbook chapter, followed bybook assessment (Johnson, 2013);

• There was no difference in assessment scores between digital and pagroups.

• Likewise, Taylor (2011) reported similar findings as Johnson (2013).

Method-design



g

• Sample participants: N = 231.

• Convenience sample of military students; randomly

assigned to control or treatment groups (IV).• Article: Reading, single column, 2 pages.

N = 231

Assessment: DV

• 10 items, multiple-choice t

• Short Answers (2)

Reading Mode: IV

Paper vs. Digital tablet

Method: data collection



Procedure and Sequence of Events

IV: Paper Group A: All read

leadership article

DV: Paper

Assessment

IV: Digital Group B: All read

leadership article using

same device (tablet)

DV: Paper

Assessment

Time 5 minutes 12 minutes

Note: Leadership article was approximately 800 words.

After reading, students completed the assessment.

Results: reading mode



N = 231 Reading Mode (IV) n

Paper Readers 112

Digital Readers 119

Non-traditional military students

Results: DV



•T-test results for the reading mode factor did not indicate stasignificant differences in means between digital tablet and pafor the multiple choice items that measured recall accuracy oshort answers that measured comprehension.

Assessment (DV)

Short Answers (2) Converted to quantitative value

Multiple Choice items: 10

Results: patterns



• Emerging pattern with the range and frequencies of scoredistributions:

• Paper readers had greater frequencies of higher scores compared treaders for both multiple choice recall and short answers that meascomprehension.

•

While there was no difference between group means, the differencindividual scores may be a significant factor when individual scores ranking, such as with the military.

Results: Multiple Choice, N = 231



Score

Frequency

T (n = 119)

Percent %

TabletFrequency

P (n = 112)

Percent

Paper

10 6 0.05 12

9 15 0.13 19

8 37 0.31 25

7 21 0.18 22

6 19 0.16 13

5 11 0.09 10

4 5 0.04 4

3 3 0.03 7

2 3 0.03 0

Results: Short Answer, N = 134



Score

Frequency

T (n = 70)

Percent %

Tablet

Frequency

P (n = 64)

Percent %

Paper

4 15 0.21 11 0

3 13 0.19 17 0

2 29 0.41 21 0

1 8 0.11 6 0

0 5 0.07 9 0

Results: Multiple Choice, N = 231



Results: Short Answer, N = 134



Results: hypotheses



• H1: Students who read a paper article will have a statistically sidifference in greater recall accuracy as shown by test scores cothose who read the same digital article using a tablet was not s

• H2: Students who read a paper article will have a statistically sidifference in reading comprehension as shown by higher test scompared to those who read the same digital article using a tanot supported.

• Although there was no significant differences in group means, were differences in score frequencies.

Discussion



• There were differences in score frequencies for both recall a

comprehension.

• Individual score differences may be important for ranking anselection purposes, such as in military domains.

Discussion



• The reading for this study was single column format and limited to twocompared to double columns or chapter-length readings used in severa

Comparison Study: Niccoli vs. Johnson

Niccoli (2013)

N = 231

Johnson (2013)

N = 233

Tablet vs. Paper Tablet vs. Paper

Unfamiliar Reading Unfamiliar Reading

Two-page Article E-textbook Chapter

Military Students College Students

Comparison of studies



• Two similar patterns emerged in separate studies by Niccoland Johnson (2013):

1) there was no significant difference in group test score mebetween digital tablet and paper readers and

2) paper readers showed higher frequency rates of the two scores.

Both studies show no differences in group means, even thousamples were demographically different.

Implications



• Concerns remain about the influence of digital reading for in-dcomprehension (Rosenwald, 2014).

• If educators understand the effects of digital reading on the deof deep reading, and students’ grasp of difficult material, they formulate instructional decisions.

•Questions linger regarding the consequences on brain processnonlinear reading, especially adaptive shortcuts due to scrollinhyperlinks (Wolf & Barzillai, 2009).

Recommendations



• Consider longer readings that create a slight increase in cognitfor digital readers.

• Include a longer time interval between reading and assessing.

• Extend to primary and secondary students to explore developpatterns.

• Consider other factors, such as types of reading and academicdiscipline.

ACKNOWLEDGMENT



Sincere appreciation to the volunteer participants of :

a) Boat Forces School,

b) Chief Warrant Officers Professional Development School,

c) Officer Candidate School, and

d) Senior Enlisted Leadership Course students at the U. S. Coast Guard Le

Development Center.

Special thanks to the school chiefs for their support in granting time for th

Pew Research: millennials & internet



• Loss of patience; increased need for gratification.

• Are gaming skills transferable? Is there a “will”?

• “Negatively, they might be missing the sheer joy of play, of convquiet contemplative moments due to the interruptions of their

electronic communication.”

Anderson & Rainie, 2012

www.flickr.com/

Pew Research: findings



• “Discussions based around internet content will tend to be pithybased, and often only shared using social media with those whobuttress—rather than challenge—political, ideological, or artisti

• “Increasingly, teens and young adults rely on the first bit of infofind on a topic, assuming that they have found the ‘right’ answeusing context and vetting/questioning the sources of informatioholistic view of a topic.”

• “‘Fast-twitch’ wiring among today’s youth generally leads to mo

good. Much of the communication and media consumed in an ‘environment is mind-numbing chatter. While we may see increaproductivity, I question the value of what is produced.”

Anderson & Rainie, 2012

WMD: separation anxietyE i C ll d d f h i bil d i



• Hypothesis 1 predicted that anxiety in participants withouttheir devices—regardless of its location—would increase over

time-- was supported.

Experiment: College students separated from their mobile devic

Daily use of WMD Anxiety Score –

Time 1: 20 min.

Anxiety Score –

Time 3: 60 min.

Low users 33.5 33

Moderate users 33.5 36

High users 35 40

Cheever et al., 2014

H

WMD: separation anxiety




33.5 33.5 353336

40

0

10

20

30

40

50

Low Moderate High

Anxiety Score - No Device

Time 1 Time 3

H

WMD: separation anxiety• Hypothesis 2 predicted that participants without their device



Hypothesis 2 predicted that participants without their devicewould feel significantly more anxious than those with theirdevice close by but out of sight was not supported.

Daily use of WMD Anxiety Score –

Time 1: 20 min.

Anxiety Score –

Time 3: 60 min.

Low users 33 34

Moderate users 33 34High users 36 42

H

De


WMD: separation anxiety



H

De


33 333634 34

42

0

10

20

30

40

50

Low Moderate High

Anxiety Score – Device Close

Time 1 Time 3

iPhone effect on tasks



• Half of the students kept their cell phones on the desk duringthe experiments and the other half kept the phones away.

• Just the presence of a phone was found to severely limitreaction times.

• People who couldn't see their phone scored 20% higher in asimple reaction task than those who could see it.

Out of Sight =

20% higher scores

Thorton, Faires, Robbins, & Rollins, 2014

iPhone effect on etiquette



• Monkey see, monkey do

• Politicians do it www.clipsh

Conversations without cell phones

report higher levels of:

Connectedness

Empathy

Misa, Cheng, Genevie, & Yuan, 2014

Your ego and devices: Tools

https://500px.com/photo/74081427/facebook-update-by-marsel-van-oosten


http://www.thesun.co.uk/sol/homepage/news/6162232/VIDEO-Tory-MP-Nigel-Mills-caught-playing-Candy-Crush-during-key-Commons-meeting.html






Przybylski, 2013

•

FOMOhttp://www.andrewprzybylski.me/resources/2013_FearofMipdf

• Social Media Engagement Scale

http://www.andrewprzybylski.me/resources/2013_SocialMement.pdf

w

Recommendations• Tech breaks: 10 15 min in school

http://www.andrewprzybylski.me/resources/2013_FearofMissingOut.pdf





http://www.andrewprzybylski.me/resources/2013_SocialMediaEngagment.pdf












• Tech breaks: 10-15 min. in school.

(Out of sight ≠ out of mind: it hurts thinking aboutdevices!)

• Teach and practice close and deep reading; developbi-literacy.

• Apply self-regulation and metacognition skills forboth print and digital reading.

• Teach and practice mindfulness.

www.flicker.com

Device Advantages Disadvantages

Discussion: learning paradoxes



Device Advantages Disadvantages

ebooks Portability; accessibility; multimedia;

explore and extend; current; economic

Loss of physical cue

navigational cues;

reading; skimming

Laptops Document & information sharing;

multimedia; individualized & distributed

instruction; modeling; frequent feedback

Loss of handwriting

concepts, reflectio

and observers; fee

Smartphones Portability; accessibility; learning apps;

exchange information; synchronizing

Text interruptions;

connected but alon

Social media Social connections; social belonging;social-political activism; crowd sourcing

Interruptions; FOMalone; social reject

Internet Wisdom of crowd; research; critical

thinking and inquiry (facts, perspectives,

patterns); on-demand learning; current

Limit critical thinki

comments); digital

chambers; peers vs

CONTACT



Dr. Anne Niccoli

Email: [email protected]

Phone: 860.701.6166

U.S. Coast Guard Leadership Development CenterNew London, CT

http://www.cga.edu/subsites/ldcdefault.aspx

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g g y p ( ) [http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commonhttp://commons.wikimedia.org/wiki/File%3AGoogle_Glass_with_frame.j

• Brain image: https://psych-brain-trust.wikispaces.com/Amygdala

• Neuron image:"Neuron-matrix". Licensed under GPL via Wikimedia Commhttp://commons.wikimedia.org/wiki/File:Neuron-matrix.png#/media/File:matrix.png

• Smart phone clip art: http://www.clipshrine.com/ and https://openclipart• Brain image (blue): http://www.clipshrine.com/• Game image: http://playing-too-much.wikispaces.com/

•Multitasking image: Loh, K. K. & Kanai, R. (2014) Higher media multi-taskiassociated with smaller gray-matter density in the anterior cingulate corte9(9): e106698. doi:10.1371/journal.pone.0106698. Retrieved fromhttp:// journals.plos.org/plosone/article?id=10.1371/journal.pone.010669

• Cell phone art: http://www.clipshrine.com

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http://www.clipshrine.com/

https://openclipart.org/









https://openclipart.org/




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Computers image: https://www.flickr.com/photos/ladykat81/7571006540• MRI photo: http://www.flickr.com/photos/ukincanada/5984865889/

• Mobile phone image: http://www.clipshrine.com/mobile-phone-13253-me

• Tablet image: http://www.ub.edu/blokdebid/es/content/libros-digitales-y-lectura-%C2%BFdos-mercados-indisociables

• Laptop art: http://www.clipshrine.com/search.xhtml?searchstring=laptop

• Laptop photo: http://oslerwater.blogspot.com/2010/08/hp-mini-110-lapto

• EBooks image: http://www.socialbrite.org/

• Open book image: http://www.publicdomainpictures.net/view-image.php?image=53648&picture=open-book

• Devices image: http://1cinfosystems.wikispaces.com/Introduction+to+Info

• MRI photo: http://www.flickr.com/photos/ukincanada/5984865

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bl h h // bl d /


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http://www.clipshrine.com/search.xhtml?searchstring=laptop

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http://www.socialbrite.org/

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http://1cinfosystems.wikispaces.com/Introduction+to+Information+System






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• Tablet photo: http://www.publicdomainpictures.net/view-image.php?image=31960&picture=tablet-isolated

• Tablet photo, Samsung Tomorrow group: https://www.flickr.com

• Marshmallows: https://www.flickr.com/photos/sliceofchic/4941627622

• Distress image: http://blogs.plos.org/mindthebrain/2013/10/31/junior-resa-choice-a-high-or-low-road-to-success/

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• MP caught playing game link:http://www.thesun.co.uk/sol/homepage/news/6162232/VIDEO-Tory-MP-caught-playing-Candy-Crush-during-key-Commons-meeting.html

• Water drop photo: https://www.flickr.com/photos/daztall/12903699615

ACKNOWLEDGMENT




https://www.flickr.com/

https://www.flickr.com/photos/sliceofchic/4941627622

http://blogs.plos.org/mindthebrain/2013/10/31/junior-researchers-face-a-choice-a-high-or-low-road-to-success/









https://www.flickr.com/photos/daztall/12903699615

https://www.flickr.com/photos/daztall/12903699615




https://www.flickr.com/photos/sliceofchic/4941627622

https://www.flickr.com/




Sincere appreciation to the students at the U. S. Coast Guard Leadership

Development Center for their volunteer participation in the study, The Ef

Reading Mode on Recall and Comprehension.

Special thanks to the school chiefs for their support in granting time for t

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