Utjecaj uporabe mobitela tijekom predavanja na koncentraciju i količinu upamćenih informacija

master's thesis

• Title (english): The influence of smartphone usage during lectures on concentration and memorisation of information
• Author: Petar Mijić
• Mentor: Damir Ljubotina (mentor)
• Committee member: Nina Pavlin-Bernardić (predsjednik povjerenstva)
• Committee member: Nikola Erceg (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Psychology); Zagreb
• Defense date and country: 2024-06-07, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

Glavni cilj istraživanja je bio ispitati utjecaj dopuštenosti posjedovanja i uporabe mobitela tijekom predavanja na koncentraciju i količinu upamćenih informacija. U okviru glavnog cilja, istraživanjem se nastojao ispitati potencijalni moderacijski efekt ovisnosti o mobitelu na povezanost koncentracije s količinom upamćenih informacija. Također, istraživanjem se nastojalo provjeriti koji prediktori objašnjavaju individualne razlike u koncentraciji tijekom predavanja. Prigodni uzorak istraživanja činilo je 88 studenata psihologije na Filozofskom fakultetu u Zagrebu, koji nisu znali pravu svrhu istraživanja. Svi ispitanici su slušali 20-minutno snimljeno predavanje na temu povijesti razvoja psihologije u Hrvatskoj, nakon čega su riješili test znanja vezan uz predavanje te ispunili upitnike. Ispitanici su, prema slučajnom rasporedu, podijeljeni u tri skupine: (A) kontrolna (bez mobitela), (B) prva eksperimentalna (prisutan mobitel uz zabranu uporabe) i (C) druga eksperimentalna (prisutan mobitel uz dopuštenu uporabu). U skupinama B i C, svaki ispitanik je tijekom predavanja dobio po jednu SMS poruku i jedan poziv. Iako prijašnja istraživanja pokazuju da prisutnost i korištenje mobitela kao i mobilne obavijesti mogu biti štetne za učenje i kogniciju, rezultati ovog istraživanja su pokazali da dopuštenost posjedovanja i uporabe mobitela nisu imali utjecaja na koncentraciju i količinu upamćenih informacija. Dobiveni rezultati se mogu objasniti time da su ispitanici eksperimentu vjerojatno pristupili motivirano i da im je tema predavanja bila zanimljiva. Također, rezultati su pokazali da ovisnost o mobitelu ne mijenja povezanost koncentracije s količinom upamćenih informacija. Skup korištenih prediktora objašnjava 32.5% varijance individualnih razlika u koncentraciji, pritom najviše varijance objašnjava motivacija i zanimljivost predavanja (20.2%). Zaključno, u budućim istraživanjima na ovu temu, važno je uzeti u obzir i ulogu motivacije.

Abstract (english)

The main aim of this study was to examine the influence of smartphone usage during lectures on concentration and memorisation of information. The subsidiary aims of this study were to examine the potential existence of the moderation effect of smartphone addiction on the correlation between concentration and memorisation of information, as well as to investigate which predictors explain individual differences in concentration during lectures. The sample for this study consisted of 88 psychology students, who were not aware of the true purpose of the study they were to take part in. All participants listened to a 20-minute recorded lecture on the history of the development of psychology in Croatia, after which they took a test related to the lecture and filled out questionnaires. Participants were randomly divided into three groups: (A) control (without smartphone), (B) first experimental (smartphone present, but usage is forbidden) and (C) second experimental (smartphone present and usage is permitted). In groups B and C, each participant received one text message and one phone call. Although previous research showed that the presence and use of smartphones as well as smartphone notifications can impair learning and cognition, the results of this study showed that the usage of smartphones has no effect on concentration and memorisation of information. The obtained results can be explained by the fact that the participants most likely approached the experiment motivated and that they found the topic of the lecture interesting. Also, the results showed that smartphone addiction does not change the connection between concentration and memorisation of information. However, the set of predictors explain 32.5% of variance in concentration, while the motivation of students and the interestingness of the lecture explains the most variance (20.2%). In conclusion, in future research on this topic, it is important to take into account the role of motivation.

• Keywords: mobiteli; pamćenje; koncentracija; motivacija; predavanje
• Keywords (english): smartphone; memory; concentration; motivation; lecture
• Language: croatian
• URN:NBN: urn:nbn:hr:131:349695
• Study programme: Title: Psychology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra psihologije (magistar/magistra psihologije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-06-10 08:46:55