A multitasking jelenség hatása a feladatvégzésre és az idobeosztásra módszertani elotanulmány

Abstract

Background and goals: A main feature of the use of modern information- and communication technology (ICT) devices is the opportunity for multitasking that is dealing with several information sources running simultaneously. This means in the context of learning, that with minimal behavioral investment, ICT devices ease more rewarding attentional processes than our learning goals. Our research goal is modelling learning in ICT environment in lab circumstances, hereby examining the impact of multitasking on task performance. Methods: The main task was the Flanker test, which is the most common attentional and inhibition task. At the same time, the main task's solution was distracted by some (blinkering or another sort of) disturbing signals. These signals let people turning from the main task to the distractive stimuli such as fun games and limitless time spending with them. Subjects were 91 students from Eszterházy Károly College. Our goal was measuring the correlation between performance in the main task and length and number of relaxation with distractors. Results: There weren't any relationships between the reaction time and number and length of relaxation. There was a strong negative correlation between the length of relaxation and performance, but there was no relationship between the number of pauses and performance. Promptly after the pause, the average reaction time increased. The more task the people do lead better results in proportion. Conclusion: Our results support the pessimist multitasking metahypothesis. People with more pauses overrate the relaxation's impact on their performance, while actually there is more pause attached deterioration in performance. However, when people can control the length of relaxation, so the distracted stimuli don't take attention from the main task in the long run, these short relaxations have positive impact on performance.