Putting a Negative Spin on It: Using a Fidget Spinner Can Impair Memory for a Video Lecture
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| Title: | Putting a Negative Spin on It: Using a Fidget Spinner Can Impair Memory for a Video Lecture |
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| Language: | English |
| Authors: | Soares, Julia S. (ORCID |
| Source: | Applied Cognitive Psychology. Jan-Feb 2020 34(1):277-284. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Object Manipulation, College Students, Video Technology, Attention, Inhibition, Interference (Learning), Student Attitudes, Memory, Lecture Method |
| DOI: | 10.1002/acp.3610 |
| ISSN: | 0888-4080 |
| Abstract: | Fidget spinners have experienced a rapid rise in popularity, at least partially because they are marketed as attentional aides with the potential to enhance student learning. In the current study, college-aged students watched educational videos while either using a fidget spinner or not. Using a fidget spinner was associated with increased reports of attentional lapses, diminished judgments of learning, and impaired performance on a memory test for the material covered in the video. The adverse effect on learning was observed regardless of whether the use of fidget spinners was manipulated between-subjects (Experiment 1) or within-subjects (Experiment 2), and was observed even when the sample and analysis were limited to participants who came into the study with neutral or positive views on the use of fidget spinners. These results suggest that if fidget spinners are beneficial for learning, such benefits are relatively limited or at least do not extend to the conditions present in the current study. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/hz5u2 |
| Entry Date: | 2020 |
| Accession Number: | EJ1261747 |
| Database: | ERIC |
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| Abstract: | Fidget spinners have experienced a rapid rise in popularity, at least partially because they are marketed as attentional aides with the potential to enhance student learning. In the current study, college-aged students watched educational videos while either using a fidget spinner or not. Using a fidget spinner was associated with increased reports of attentional lapses, diminished judgments of learning, and impaired performance on a memory test for the material covered in the video. The adverse effect on learning was observed regardless of whether the use of fidget spinners was manipulated between-subjects (Experiment 1) or within-subjects (Experiment 2), and was observed even when the sample and analysis were limited to participants who came into the study with neutral or positive views on the use of fidget spinners. These results suggest that if fidget spinners are beneficial for learning, such benefits are relatively limited or at least do not extend to the conditions present in the current study. |
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| ISSN: | 0888-4080 |
| DOI: | 10.1002/acp.3610 |
