Is Human Flourishing In The Ict World Of The Future Likely? Evidence From Electronic Reading Research

The role that information and computing technology (ICT) plays in improving human
flourishing is not always clear. This paper examines current research on one aspect of ICT, namely electronic reading, to demonstrate that in this case the ICT in question may actually diminish flourishing. The paper begins with an overview of the idea of flourishing in positive psychology, and then presents research on electronic reading comprehension, multitasking and distraction, and online scanning behaviors. The paper then makes an argument about the close connection between reading and flourishing, and then concludes by hypothesizing that mindful‐based reading practices may mitigate some of the worst features of electronic reading.

Transcript

1. IS Human flourishing IS Human flourishing likely in the ICT WORLD likely in the ICT WORLD OF THE FUTURE? OF THE FUTURE? Evidence from Electronic Evidence from Electronic Reading Research g
2. Randy connolly Randy connolly Professor, dept. computer science Mount royal university Calgary, canada
3. Janet miller Associate Professor Dept student counselling Associate Professor, Dept. student counselling Mount royal university Calgary, canada
5. Within psychology and philosophy Within psychology and philosophy there has been renewed interest there has been renewed interest in the idea that human life needs t l bj tiv w lf b t not only objective welfare but subjective well-being j g
6. The good life as a concept has been Human flourishing The good life as a concept has been redeveloped into the related idea of Human flourishing
7. S l ICT i Human flourishing Surely ICT improves
10. the role that ICT has played in the played in the transformation of a key part of human key part of human flourishing:
12. Surely ICT+reading (Internet, eBooks) has improved human eBooks) has improved human flourishing!
14. However it is always a mistake However it is always a mistake “to assess the impact of a technology on to assess the impact of a technology on the basis of inference from capabilities instead of on the basis of evidence” instead of on the basis of evidence
15. If we do examine the evidence If we do examine the evidence we will see that the intrusion of ICT into we will see that the intrusion of ICT into reading is NOT improving human flourishing but doing the opposite flourishing but doing the opposite
16. flourishing? flourishing?
17. Eudaimonism Eudaimonism True well-being (eudaimonia) is achieved when an individual lives a f life in which he or she strives to develop and perfect their capabilities within a context of objective welfare f j f
18. flourishing flourishing is a measure of an i di id l’ j d b individual’s judgments about their functioning in life rather f g f than just their feelings towards life . towards life .
20. flourishing flourishing Within positive psychology fl i hi h b bj d flourishing has been subjected to experimental investigation p g and there does appear to be mounting evidence that mounting evidence that eudaimonic flourishing is a vital constituent of both vital constituent of both happiness and mental health .
21. Flourishing and ICT Flourishing and ICT Evidence from reading research Evidence from reading research
22. electronic electronic Reading comprehension Reading comprehension
23. Are there differences in the reading experience the reading experience between paper and ? p p screen?
24. There is evidence that YES There is evidence that YES readers’ comprehension levels are significantly lower when reading materials on the screen in lower when reading materials on the screen in comparison to reading paper materials
25. DeStefano, D., & LeFevre, J. A. (2007). Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23(3). Eveland Jr, W. P., & Dunwoody, S. (2001). User control and structural isomorphism or disorientation and cognitive load?: Learning from the web versus print. Communication Research, 28(1). Liu, Z. (2005). Reading behavior in the digital environment. Journal of Documentation, 61(6). Macedo-Rouet, M., Rouet, J. F., Epstein, I., & Fayard, P. (2003). Effects of online reading on popular science comprehension. Science Communication, 25(2). k & (2 2) ki di h i Ji, S. W., Michaels, S., & Waterman, D. (2014). Print vs. electronic readings i ll C t ffi i d i d l i Th I t t Ackerman, R., & Lauterman, T. (2012). Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure. Computers in Human Behavior, 28(5) in college courses: Cost-efficiency and perceived learning. The Internet and Higher Education, 21. Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research.
26. Why Why are comprehension levels lower?
27. Scanning while Scanning while Consuming electronic text Consuming electronic text
28. Research into actual behavior Research into actual behavior when consuming text online when consuming text online provides clear explanation for di i ish d p h si diminished comprehension
29. Early research Early research into web usability quickly uncovered a very important fact about how people very important fact about how people actually read on the web actually read on the web
31. How long do you spend visiting a web page? You’re looking at the You re looking at the answer
32. The evidence for this is very strong It h s b pi i ll v ifi d vi It has been empirically verified via server records, eye tracking in labs, and f y g monitoring software.
35. The science for this is very The science for this is very well validated empirically well validated empirically Users are reading at best 20% of the t xt w b p text on a web page.
36. Are academics Are academics any different? any different?
38. Reading time Reading time: Paper Paper 10-15 min
39. Reading time Reading time: acrobat pdf acrobat pdf 1-2 min
40. users rarely have even users rarely have even remotely accurate insight remotely accurate insight into their actual scanning behaviors behaviors
41. Academic’s self Academic’s self- assessment of assessment of their pdf reading time time 5-10 min 5-10 min
42. multitasking and distraction multitasking distraction
43. One absolutely vital feature of most current electronic reading of most current electronic reading devices is that they contain within them s bst ti l p t ti l f dist tibilit substantial potential for distractibility.
44. This potential distractibility This potential distractibility lowers comprehension levels and lowers task completion probabilities task completion probabilities.
45. It is becoming progressively more common for people to multitask especially in for people to multitask, especially in regards to different media technologies.
46. Who cares? Who cares? Some have argued that younger digital generation younger digital generation can multitask successfully
47. The evidence tells a different story
49. Junco, R., & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505-514. Brasel, S. A., & Gips, J. (2011). Media multitasking behavior: Concurrent l i i d C b h l h i d Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? an experimental study of instant messaging while reading. Computers & Education, 54 (4) television and computer usage. Cyberpsychology, Behavior, and Social Networking, 14(9). Yeykelis, L., Cummings, J. J., & Reeves, B. (2014). Multitasking on a Levine, L. E., Waite, B. M., & Bowman, L. L. (2012). Mobile media use, multitasking and distractibility. International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 2(3), 15-29. y , , g , , , g single device: Arousal and the frequency, anticipation, and prediction of switching between media content on a computer. Journal of Communication Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences of the United States of America, 106(37) i d C (2 ) l l d i ff d l i Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62. Aguilar-Roca, N. M., Williams, A. E., & O'Dowd, D. K. (2012). The impact of l t f t d t f d ttit d i l l t Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers & Education, 50(3), Rubinstein, J. S., Meyer, D. E., & Evans, J. E. (2001). Executive control of cognitive processes in task switching. Journal of Experimental Psychology: Human Perception and Performance, 27(4) laptop-free zones on student performance and attitudes in large lectures. Computers & Education, 59 (4) Lee, Y., & Wu, J. (2012). The effect of individual differences in the inner and outer states of ICT on engagement in online reading activities and PISA Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58(1). outer states of ICT on engagement in online reading activities and PISA 2009 reading literacy: Exploring the relationship between the old and new reading literacy. Learning and Individual Differences, 22 (3) Judd, T., & Kennedy, G. (2011). Measurement and evidence of computer- based task switching and multitasking by ‘Net generation’ students. Computers & Education, 56 (3), p s & , 56 (3),
50. the evidence is very consistent the evidence is very consistent Heavy media multitaskers (of any age) h l d have lower grades, less self-regulation less self regulation, lower motivation levels, and lowered learning
51. So is this just thi th t something that only those young kids are doing? kids are doing?
53. How frequently will this person switch her attention between devices? her attention between devices?
54. About every 2 to 5 seconds About every 2 to 5 seconds Attention lengths of 5 seconds for laptop Attention lengths of 5 seconds for laptop, and 2 seconds for TV
55. Multi-tasking on one device? Multi-tasking on one device? Task switch happens about every 19 seconds
56. Are we aware of Are we aware of how frequently we task switch?
58. Test subjects underestimated their attention switches by their attention switches by
59. In An overview of the evidence researchers concluded that the researchers concluded that the availability of ICT at home had a direct and negative impact on reading direct and negative impact on reading literacy (even after controlling for other f t ) factors)
62. Every task switch when multitasking Every task switch when multitasking has a measurable cognitive time cost.
63. Since we seem to be increasing our preference for preference for frequent task switching q over sustained attention,
64. we are spending more and more of our cognitive more of our cognitive processing handling ICT task switching task switching, which is measurably degrading cognitive degrading cognitive performance and ffi i efficiency
65. Flourishing Flourishing and and reading reading So what’s the connection? So what s the connection?
66. Critical thinking is essential Critical thinking is essential to human flourishing to human flourishing ….
67. …. and the evidence about comprehension, p , distractibility, and scanning all point to a Decrease in critical thinking Decrease in critical thinking
68. Critical thinking? Critical thinking?
70. scanning scanning multitasking
72. We worry that we are in the midst We worry that we are in the midst of a vicious cycle. of a vicious cycle.
73. As we become more and more distracted by our ICT distracted by our ICT, our reading comprehension declines more and more and declines more and more, and thus our ability to self-assess our comprehension and self- our comprehension and self regulate our attention, diminishes more and more …
74. Can we do? Can we do?
77. There is cause for hope. critical thinking skills are critical thinking skills are teachable, and once learned, they can be effectively employed even in an online world. W b li th t th kill We believe that these skills are the key to human flourishing in the ICT flourishing in the ICT environment.
78. Do we do this? Do we do this?
79. philosophy
80. critical thinking must be learned through actively engaging actively engaging students in the students in the investigation of information information
81. And by forcing students to read for depth which is a depth, which is a slower less slower, less distracted form of reading reading.
82. the field of Positive psychology (which has been psychology (which has been focused on the idea of human flourishing) can also be of flourishing) can also be of help.
84. Mindfulness refers to Mindfulness refers to a state of being a state of being attentive to what is t ki pl i th taking place in the present present.
85. Empirical evidence links Empirical evidence links Mindfulness to less distraction, more focus, and more deliberation in and more deliberation in completing tasks.
86. is this almost over? is this almost over?
88. Is flourishing in the ICT world of the future likely? Well it depends likely? Well, it depends.
89. Ict flourishing will Ict flourishing will become only a marketing fantasy if we marketing fantasy if we continue in the present way …
90. However, if we are aware of the true nature of online the true nature of online reading and its limitations, and we return printed paper from the dustbins of history ….
91. And if we make concerted efforts to be mindful while reading to employ higher- reading, to employ higher- level critical thinking skills and to apply intellectual standards of assessment to evaluate what we are reading then what we are reading, then flourishing is likely to become more attainable. become more attainable.
92. Thank you Janet miller Thank you Janet miller Randy connolly Randy connolly