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Dividing Attention and Metacognition

Dividing Attention and Metacognition
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Author(s): Yaoping Peng (Hunan University, China) and Jonathan G. Tullis (University of Arizona, USA)
Copyright: 2022
Pages: 29
Source title: Digital Distractions in the College Classroom
Source Author(s)/Editor(s): Abraham Edward Flanigan (Georgia Southern University, USA) and Jackie HeeYoung Kim (Georgia Southern University, USA)
DOI: 10.4018/978-1-7998-9243-4.ch004

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Abstract

Students increasingly control their learning as university instructors shift away from lecture formats, courses are offered online, and the internet offers near infinite resources for student-controlled informal learning. Students typically make effective choices about learning, including what to learn, when to learn, and how to learn, but sometimes make less-than-optimal study choices, including trying to study while multi-tasking. Dividing attention among various tasks impairs both learning and learners' control over their learning because secondary tasks divert cognitive resources away from learning and metacognition. This chapter reviews recent studies explaining how dividing attention affects students' metacognition, including their assessments of their own learning and the study choices that they make. This chapter reviews the fundamentals of metacognition, describes the impact of dividing attention on the effectiveness of learners' metacognition, and provides suggestions about how to enhance the efficacy of metacognition when students' attentional resources are limited.

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