Digital Tools in Language Learning: Optimizing Memory and Attention for College Students.
Saved in:
| Title: | Digital Tools in Language Learning: Optimizing Memory and Attention for College Students. |
|---|---|
| Authors: | Gu, Jia (AUTHOR) |
| Source: | International Journal of Human-Computer Interaction. Jun2025, Vol. 41 Issue 12, p7652-7662. 11p. |
| Subjects: | Short-term memory, Digital technology, Interactive learning, College environment, Attention testing |
| Abstract: | College English teaching often encounters challenges related to students' memory and attention in the educational process. This study aims to investigate the effectiveness of integrating memory and attention management technologies supported by the digital environment in college English teaching. To achieve this goal, the author use an action research method with testing as well as descriptive and statistical analysis. The experimental group studied using Quizlet and Busuu for one academic semester. The findings showed that the overall average scores of the experimental and control groups on the Sustained Attention test were 23.3 and 22.5, respectively. Additionally, an Automated Working Memory Assessment showed that the experimental group performed better on working memory tasks than the control group. These results highlighted the potential benefits of incorporating technology-integrated learning tools into language learning including improvements in language skills, attentional resource allocation, and working memory abilities. The novelty of this study lies in the combination of memory and attention management techniques, which are usually studied separately. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | College English teaching often encounters challenges related to students' memory and attention in the educational process. This study aims to investigate the effectiveness of integrating memory and attention management technologies supported by the digital environment in college English teaching. To achieve this goal, the author use an action research method with testing as well as descriptive and statistical analysis. The experimental group studied using Quizlet and Busuu for one academic semester. The findings showed that the overall average scores of the experimental and control groups on the Sustained Attention test were 23.3 and 22.5, respectively. Additionally, an Automated Working Memory Assessment showed that the experimental group performed better on working memory tasks than the control group. These results highlighted the potential benefits of incorporating technology-integrated learning tools into language learning including improvements in language skills, attentional resource allocation, and working memory abilities. The novelty of this study lies in the combination of memory and attention management techniques, which are usually studied separately. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10447318 |
| DOI: | 10.1080/10447318.2024.2400384 |
