Answer First or Google First? Using the Internet in Ways That Enhance, Not Impair, One's Subsequent Retention of Needed Information
Saved in:
| Title: | Answer First or Google First? Using the Internet in Ways That Enhance, Not Impair, One's Subsequent Retention of Needed Information |
|---|---|
| Language: | English |
| Authors: | Giebl, Saskia (ORCID |
| Source: | Psychology Learning and Teaching. Mar 2021 20(1):58-75. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Internet, Retention (Psychology), Information Needs, Cognitive Processes, Recall (Psychology), Problem Solving, Technology Uses in Education, Pretests Posttests, Undergraduate Students, Programming |
| Geographic Terms: | California (Los Angeles) |
| DOI: | 10.1177/1475725720961593 |
| ISSN: | 1475-7257 |
| Abstract: | Technological advances have given us tools--Google, in particular--that can both augment and free up our cognitive resources. Research has demonstrated, however, that some cognitive costs may arise from our reliance on such external memories. We examined whether pretesting--asking participants to solve a problem before consulting Google for needed information--can enhance participants' subsequent recall for the searched-for content as well as for relevant information previously studied. Two groups of participants, one with no programming knowledge and one with some programming knowledge, learned several fundamental programming concepts in the context of a problem-solving task. On a later multiple-choice test with transfer questions, participants who attempted the task before consulting Google for help out-performed participants who were allowed to search Google right away. The benefit of attempting to solve the problem before googling appeared larger with some degree of programming experience, consistent with the notion that some prior knowledge can help learners integrate new information in ways that benefit its learning as well as that of previously studied related information. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1288079 |
| Database: | ERIC |
| Abstract: | Technological advances have given us tools--Google, in particular--that can both augment and free up our cognitive resources. Research has demonstrated, however, that some cognitive costs may arise from our reliance on such external memories. We examined whether pretesting--asking participants to solve a problem before consulting Google for needed information--can enhance participants' subsequent recall for the searched-for content as well as for relevant information previously studied. Two groups of participants, one with no programming knowledge and one with some programming knowledge, learned several fundamental programming concepts in the context of a problem-solving task. On a later multiple-choice test with transfer questions, participants who attempted the task before consulting Google for help out-performed participants who were allowed to search Google right away. The benefit of attempting to solve the problem before googling appeared larger with some degree of programming experience, consistent with the notion that some prior knowledge can help learners integrate new information in ways that benefit its learning as well as that of previously studied related information. |
|---|---|
| ISSN: | 1475-7257 |
| DOI: | 10.1177/1475725720961593 |
