Üniversite Öğrencileri için Bilgisayar Tabanlı Sürdürülebilir Dikkat Testi Norm Çalışması
Öz
Sürdürülebilir
dikkat, dikkatin temel bir bileşeni olmakla birlikte uzun zaman aralıkları
boyunca sıklıkla ve beklenmedik bir şekilde gelişen uyaranlara karşı hazır olma
hali olarak tanımlanmaktadır. Bireylerin dijital ekranlarla uzun süre vakit
geçirdikleri e-öğrenme ortamlarında da sürdürülebilir dikkatin araştırılması
önemlidir. Bu çalışmada bilgisayar tabanlı bir sürdürülebilir dikkat testinin
norm çalışmasının yapılması amaçlanmıştır. Araştırmada iki farklı üniversiteden
201 katılımcı yer almaktadır. Çoklu nesne takibi paradigmasına göre
geliştirilmiş olan testten elde edilen verilere göre erkek katılımcıların
sürdürülebilir dikkat performansları kadın katılımcılara göre daha yüksek
çıkmıştır. Yaş değişkeni açısından ise gruplar arasında anlamlı bir farklılık
bulunamamıştır. Bu sürdürülebilir dikkat testi ile e-öğrenme ortamlarının
tasarımlarında bireysel farklılıkları dikkate alan uygulamalar geliştirilmesi
sürecinde ön değerlendirmeler yapılıp, farklı tasarım önerileri geliştirilebilir.
Anahtar Kelimeler
Sürdürülebilir dikkat e-öğrenme tasarım bireysel farklılıklar
Destekleyen Kurum
117K663 numaralı TÜBİTAK projesi kapsamında gerçekleştirilmiştir.
Proje Numarası
117K663 numaralı TÜBİTAK projesi kapsamında gerçekleştirilmiştir.
Teşekkür
117K663 numaralı TÜBİTAK projesi kapsamında gerçekleştirilmiştir.
Kaynakça
- Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence, & J. T. Spence(Eds.), The psychology of learning and motivation. New York: Academic Press. Betts, J., McKay, J., Maruff, P., & Anderson, V. (2006). The development of sustained attention in children: the effect of age and task load. Child Neuropsychology, 12(3), 205-221. doi: 10.1080/09297040500488522 Blatter, K., Graw, P., Muench, M., Knoblauch, V., Wirz-Justice, A., & Cajochen, C. (2006). Gender and age differences in psychomotor vigilance performance under differential sleep pressure conditions. Behavior Brain Research, 168, 312-317. doi: 10.1016/j.bbr.2005.11.018 PMID: 16386807 Broadbent, D. (1958). Perception and communication. London: Pergamon Press. Buehner, M., Krumm, S., Ziegler, M., & Pluecken, T. (2006). Cognitive abilities and their interplay: Reasoning, crystallized intelligence, working memory components, and sustained attention. Journal of Individual Differences, 27(2), 57-72. doi: 10.1027/1614-0001.27.2.57 Chan, R. C. K. (2001). A further study on the sustained attention response to task (SART): the effect of age, gender and education. Brain Injury, 15(9), 819-829. doi: 10.1080/02699050110034325 Chen, C.-M., Wang, J.-Y., & Yu, C.-M. (2017). Assessing the attention levels of students by using a novel attention aware system based on brainwave signals. British Journal of Educational Technology, 48(2), 348-369. doi: 10.1111/bjet.12359 Deutsch, J. A., & Deutsch, D. (1963). Attention: some theoretical considerations. Psychological Review, 70, 80-90. Dye, M. W. G., & Hauser, P. C. (2014). Sustained attention, selective attention and cognitive control in deaf and hearing children. Hearing research, 309, 94-102. doi: 10.1016/j.heares.2013.12.001 Egeland, J., & Kovalik-Gran, I. (2010). Measuring several aspects of attention in one test: the factor structure of conners's continuous performance test. Journal of Attention Disorders, 13(4), 339-346. doi: 10.1177/1087054708323019 Fisher, A., Thiessen, E., Godwin, K., Kloos, H., & Dickerson, J. (2013). Assessing selective sustained attention in 3- to 5-year-old children: evidence from a new paradigm. Journal of Experimental Child Psychology, 114(2), 275-294. doi: 10.1016/j.jecp.2012.07.006 Haladjian, H. H., & Pylyshyn, Z. W. (2006). Implicit multiple object tracking without an explicit tracking task. Journal of Vision, 6(6), 773-773. doi: 10.1167/6.6.773 Helton, W. S., Kern, R. P., & Walker, D. R. (2009). Conscious thought and the sustained attention to response task. Consciousness and Cognition, 18(3), 600-607. doi: 10.1016/j.concog.2009.06.002 Ilgaz, H., Altun, A. & Aşkar, P. (2014). The effect of sustained attention level and contextual cueing on implicit memory performance for e-learning environments. Computers in Human Behavior, 39(0), 1-7. doi: 10.1016/j.chb.2014.06.008 James, W. (1890). Principles of psychology (Vol.1). New York: Holt. Kahneman, D. (1973). Attention and effort. Englewood Cliffs, NJ: Prentice-Hall. Klenberg, L., Korkman, M., & Lahti-Nuuttila, P. (2001). Differential development of attention and executive functions in 3- to 12-year-old Finnish children. Developmental Neuropsychology, 20(1), 407–428. Ko, L.-W., Komarov, O., Hairston, W. D., Jung, T.-P., & Lin, C.-T. (2017). Sustained attention in real classroom settings: An EEG study. Frontiers in Human Neuroscience, 11, 388-388. doi: 10.3389/fnhum.2017.00388 Lin, C. C. H., Hsiao, C. K., & Chen, W. J. (1999). Development of sustained attention assessed using the continuous performance test among children 6–15 years of age. Journal of Abnormal Child Psychology, 27(5), 403-412. doi: 10.1023/a:1021932119311 Manly, T., Anderson, V., Nimmo-Smith, I., Turner, A., Watson, P., & Robertson, I.H. (2001). The differential assessment of children’s attention: The test of everyday attention for children (TEA-Ch), normative sample and ADHD performance. Journal of Child Psychology, 42(8), 1065–1081. Moosbrugger, H. & Oehlschlägel, J. (1996). FAIR. Frankfurter Aufmerksamkeitsinventar. Bern: Huber Pylyshyn, Z.W. & Storm, R.W. (1988). Tracking multiple independent targets: evidence for a parallel tracking mechanism. Spatial Vision, 3(3), 1-19. Rebok, G. W., Smith, C. B., Pascualvaca, D. M., Mirsky, A. F., Anthony, B. J., & Kellam, S. G. (1997). Developmental changes in attentional performance in urban children from eight to thirteen years. Child Neuropsychology, 3(1), 28–46. Riley, E., Okabe, H., Germine, L., Wilmer, J., Esterman, M., & DeGutis, J. (2016). Gender Differences in Sustained Attentional Control Relate to Gender Inequality across Countries. PloS one, 11(11), e0165100-e0165100. doi:10.1371/journal.pone.0165100 Roda, C. (2011). Human attention in digital environments. NY: Cambridge University Press. Sarter, M., Givens, B., & Bruno, J. P. (2001). The cognitive neuroscience of sustained attention: where top-down meets bottom-up. Brain Research Reviews, 35(2), 146-160. Schweizer, K. (2010). The relationship of attention and ıntelligence. In A. Gruszka, G. Matthews, & B. Szymura (Eds.), Handbook of Individual Differences in Cognition: Attention, Memory, and Executive Control (pp. 247-262). New York, NY: Springer New York. Schweizer, K., Zimmermann, P., & Koch, W. (2000). Sustained attention, intelligence, and the crucial role of perceptual processes. Learning and Individual Differences, 12(3), 271-286. doi: 10.1016/s1041-6080(01)00040-1 Solso, R., Maclin, K. M., & Maclin, O. H. (2009). Bilişsel psikoloji (A. Ayçiçeği-Dinn, Trans.). İstanbul: Kitabevi. Steinmayr, R., Ziegler, M., & Träuble, B. (2010). Do intelligence and sustained attention interact in predicting academic achievement? Learning and Individual Differences, 20(1), 14-18. doi: 10.1016/j.lindif.2009.10.009 Treisman, A. M. (1964). Selective attention in man. British Medical Bulletin, 20(1), 12-16. Treisman, A. M. (1960). Contextual cues in selective listening. Quarterly Journal of Experimental Psychology, 12(4), 242–248. doi: 10.1080/17470216008416732. Wei, F.-Y. F., Wang, Y. K., & Klausner, M. (2012). Rethinking college students' self-regulation and sustained attention: Does text messaging during class influence cognitive learning? Communication Education, 61(3), 185-204. doi: 10.1080/03634523.2012.672755 Yuan, J., He, Y., Qinglin, Z., Chen, A., & Li, H. (2008). Gender differences in behavioral inhibitory control: ERP evidence from a two-choice oddball task. Psychophysiology, 45, 986-993. doi: 10.1111/j.1469-8986.2008.00693.x PMID: 18778319
A Norm Study of Computerized Sustained Attention Test among University Students
Öz
Sustained
attention can be defined as being a basic component of attention and being
ready for stimuli that develop frequently and unexpectedly over long periods of
time. It is important to investigate sustained attention in e-learning
environments where individuals spend a long time with digital screens. The aim
of this study was to conduct a normative study of a computer-based sustained
attention test. In the research, there are 201 participants from two different
universities. According to the data obtained from the test developed according
to the multi-object tracking paradigm, the sustained attention performance of
male participants was higher than that of female participants. In addition to
this finding, no significant difference was found between the groups in terms
of age variables. With this sustained attention test, pre-evaluations can be
made in the process of developing applications that take into account
individual differences in the design of e-learning environments and allow
different design proposals to be developed.
Anahtar Kelimeler
Sustained attention e-learning design individual differences
Proje Numarası
117K663 numaralı TÜBİTAK projesi kapsamında gerçekleştirilmiştir.
Kaynakça
- Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence, & J. T. Spence(Eds.), The psychology of learning and motivation. New York: Academic Press. Betts, J., McKay, J., Maruff, P., & Anderson, V. (2006). The development of sustained attention in children: the effect of age and task load. Child Neuropsychology, 12(3), 205-221. doi: 10.1080/09297040500488522 Blatter, K., Graw, P., Muench, M., Knoblauch, V., Wirz-Justice, A., & Cajochen, C. (2006). Gender and age differences in psychomotor vigilance performance under differential sleep pressure conditions. Behavior Brain Research, 168, 312-317. doi: 10.1016/j.bbr.2005.11.018 PMID: 16386807 Broadbent, D. (1958). Perception and communication. London: Pergamon Press. Buehner, M., Krumm, S., Ziegler, M., & Pluecken, T. (2006). Cognitive abilities and their interplay: Reasoning, crystallized intelligence, working memory components, and sustained attention. Journal of Individual Differences, 27(2), 57-72. doi: 10.1027/1614-0001.27.2.57 Chan, R. C. K. (2001). A further study on the sustained attention response to task (SART): the effect of age, gender and education. Brain Injury, 15(9), 819-829. doi: 10.1080/02699050110034325 Chen, C.-M., Wang, J.-Y., & Yu, C.-M. (2017). Assessing the attention levels of students by using a novel attention aware system based on brainwave signals. British Journal of Educational Technology, 48(2), 348-369. doi: 10.1111/bjet.12359 Deutsch, J. A., & Deutsch, D. (1963). Attention: some theoretical considerations. Psychological Review, 70, 80-90. Dye, M. W. G., & Hauser, P. C. (2014). Sustained attention, selective attention and cognitive control in deaf and hearing children. Hearing research, 309, 94-102. doi: 10.1016/j.heares.2013.12.001 Egeland, J., & Kovalik-Gran, I. (2010). Measuring several aspects of attention in one test: the factor structure of conners's continuous performance test. Journal of Attention Disorders, 13(4), 339-346. doi: 10.1177/1087054708323019 Fisher, A., Thiessen, E., Godwin, K., Kloos, H., & Dickerson, J. (2013). Assessing selective sustained attention in 3- to 5-year-old children: evidence from a new paradigm. Journal of Experimental Child Psychology, 114(2), 275-294. doi: 10.1016/j.jecp.2012.07.006 Haladjian, H. H., & Pylyshyn, Z. W. (2006). Implicit multiple object tracking without an explicit tracking task. Journal of Vision, 6(6), 773-773. doi: 10.1167/6.6.773 Helton, W. S., Kern, R. P., & Walker, D. R. (2009). Conscious thought and the sustained attention to response task. Consciousness and Cognition, 18(3), 600-607. doi: 10.1016/j.concog.2009.06.002 Ilgaz, H., Altun, A. & Aşkar, P. (2014). The effect of sustained attention level and contextual cueing on implicit memory performance for e-learning environments. Computers in Human Behavior, 39(0), 1-7. doi: 10.1016/j.chb.2014.06.008 James, W. (1890). Principles of psychology (Vol.1). New York: Holt. Kahneman, D. (1973). Attention and effort. Englewood Cliffs, NJ: Prentice-Hall. Klenberg, L., Korkman, M., & Lahti-Nuuttila, P. (2001). Differential development of attention and executive functions in 3- to 12-year-old Finnish children. Developmental Neuropsychology, 20(1), 407–428. Ko, L.-W., Komarov, O., Hairston, W. D., Jung, T.-P., & Lin, C.-T. (2017). Sustained attention in real classroom settings: An EEG study. Frontiers in Human Neuroscience, 11, 388-388. doi: 10.3389/fnhum.2017.00388 Lin, C. C. H., Hsiao, C. K., & Chen, W. J. (1999). Development of sustained attention assessed using the continuous performance test among children 6–15 years of age. Journal of Abnormal Child Psychology, 27(5), 403-412. doi: 10.1023/a:1021932119311 Manly, T., Anderson, V., Nimmo-Smith, I., Turner, A., Watson, P., & Robertson, I.H. (2001). The differential assessment of children’s attention: The test of everyday attention for children (TEA-Ch), normative sample and ADHD performance. Journal of Child Psychology, 42(8), 1065–1081. Moosbrugger, H. & Oehlschlägel, J. (1996). FAIR. Frankfurter Aufmerksamkeitsinventar. Bern: Huber Pylyshyn, Z.W. & Storm, R.W. (1988). Tracking multiple independent targets: evidence for a parallel tracking mechanism. Spatial Vision, 3(3), 1-19. Rebok, G. W., Smith, C. B., Pascualvaca, D. M., Mirsky, A. F., Anthony, B. J., & Kellam, S. G. (1997). Developmental changes in attentional performance in urban children from eight to thirteen years. Child Neuropsychology, 3(1), 28–46. Riley, E., Okabe, H., Germine, L., Wilmer, J., Esterman, M., & DeGutis, J. (2016). Gender Differences in Sustained Attentional Control Relate to Gender Inequality across Countries. PloS one, 11(11), e0165100-e0165100. doi:10.1371/journal.pone.0165100 Roda, C. (2011). Human attention in digital environments. NY: Cambridge University Press. Sarter, M., Givens, B., & Bruno, J. P. (2001). The cognitive neuroscience of sustained attention: where top-down meets bottom-up. Brain Research Reviews, 35(2), 146-160. Schweizer, K. (2010). The relationship of attention and ıntelligence. In A. Gruszka, G. Matthews, & B. Szymura (Eds.), Handbook of Individual Differences in Cognition: Attention, Memory, and Executive Control (pp. 247-262). New York, NY: Springer New York. Schweizer, K., Zimmermann, P., & Koch, W. (2000). Sustained attention, intelligence, and the crucial role of perceptual processes. Learning and Individual Differences, 12(3), 271-286. doi: 10.1016/s1041-6080(01)00040-1 Solso, R., Maclin, K. M., & Maclin, O. H. (2009). Bilişsel psikoloji (A. Ayçiçeği-Dinn, Trans.). İstanbul: Kitabevi. Steinmayr, R., Ziegler, M., & Träuble, B. (2010). Do intelligence and sustained attention interact in predicting academic achievement? Learning and Individual Differences, 20(1), 14-18. doi: 10.1016/j.lindif.2009.10.009 Treisman, A. M. (1964). Selective attention in man. British Medical Bulletin, 20(1), 12-16. Treisman, A. M. (1960). Contextual cues in selective listening. Quarterly Journal of Experimental Psychology, 12(4), 242–248. doi: 10.1080/17470216008416732. Wei, F.-Y. F., Wang, Y. K., & Klausner, M. (2012). Rethinking college students' self-regulation and sustained attention: Does text messaging during class influence cognitive learning? Communication Education, 61(3), 185-204. doi: 10.1080/03634523.2012.672755 Yuan, J., He, Y., Qinglin, Z., Chen, A., & Li, H. (2008). Gender differences in behavioral inhibitory control: ERP evidence from a two-choice oddball task. Psychophysiology, 45, 986-993. doi: 10.1111/j.1469-8986.2008.00693.x PMID: 18778319