Difference between revisions of "PRE2020 3 Group7"
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it hard to stay
motivated to study /. .
Revision as of 17:46, 1 March 2021
Smart Study System
During these times it can be hard to stay motivated to study/work. Students nowadays get easily distracted….
|Wouter de Vries||Computer Sciencefirstname.lastname@example.org|
|Ilana van den Akkerveken||Psychology & Technologyemail@example.com|
|Joep Obers||Mechanical Engineeringfirstname.lastname@example.org|
|Jens Reijnen||Psychology & Technologyemail@example.com|
|Erick Hoogstrate||Mechanical Engineeringfirstname.lastname@example.org|
|1||Choose a subject||All|
|Literature research for problem statement and SotA||All|
|4||Gather survey responses||All|
|5||Analyse survey data||Jens & Ilana|
This project and approach have multiple milestones. Firstly, the literature study. Secondly, the results of the survey can be considered a milestone. The third milestone would be a (functional) prototype. The final prototype, after the user-study has been conducted, is a big milestone. Finally, the completion of the wiki is the last milestone. From these milestones, we could conclude that the results of the survey and user-test, the prototype and the wiki are the deliverables of this project.
- complete wiki page
The approach to this project is as follows. Firstly, a literature study will be conducted to find multiple points that can influence or enhance concentration while studying. This might also help increase the understanding of which distractions are most common while studying. Secondly, a survey will be held. This survey is used to confirm the findings from the literature. Furthermore, if the data is gathered from actual students, it will contain practical problems that might not emerge from literature alone. In the meantime, the first bit of code and a very early prototype could be created. After all the data has been evaluated, the prototype can be finished (until further notice). A user-study/usability test will now be conducted to investigate how helpful the product truly is. As a finishing touch, the prototype or code may need to be adapted, dependent on the user tests.
We as students are confronted with Covid-19 for over a year, which caused drastic changes in our freedom for months. The consequences are noticeable in many areas but primarily in the psychological well-being of students. Since working and studying from home has become a norm, students report feelings of loneliness, less (study) motivation and less concentration. When all fun distractions cannot take place anymore and everyday seems a repetition of the day before, it is hard to stay productive. Therefore, it is important that we come up with a device that will keep students motivated to study and work from home. It has been said that sticking to a set schedule will help when working from home, but in practice this is not that easy. It could be beneficial for students to have some help with this. Help in making an executable and achievable week schedule with clear distinctions between work/study and relaxation. Additionally, the students should be made aware of their social media/ phone use in order to keep them focused and not distracted.
People working from home
Students want to achieve their degree. In order to achieve it they need to study a lot, which can be very hard in the wrong environment. Therefore they require a stimulating study environment, but also after studying a place to relax and let go of all the stress.
An online survey is made using google forms. In this survey students are firstly asked about their experiences and preferences concerning working/studying form home to get a general idea about their needs. Afterwards they are asked about their opinion on our general idea, to see whether their needs and our expectations are in line. These questions will help us making choices for the design in order to fulfill the needs of the end users.
State of the Art
1. Bahsi, I., Çetkin, M., Orhan, M., Kervancioglu, P., Sayin, S., & Ayan, H. (2017). Evaluation of Attention - motivation level, studying environment and methods of medical faculty students. European Journal of Therapeutics, 1-7.
2. Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers. Journal of Chemical Education, 1438-1443.
3. Saalmann, Y. B., Pigarev, I. N., & Vidyasagar, T. R. (2007). Neural Mechanisms of Visual Attention: How Top-Down Feedback Highlights Relevant Locations. Science, 1612-1615.
4. Buckley, P., & Doyle, E. (2014). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162–1175. https://doi.org/10.1080/10494820.2014.964263
- The gamification of the learning process shows to have a positive effect on the learning experience. While playing people will be more engaged with the material and be more productive. This helps the student to be more motivated to study. However, this effect is mainly visible in students that are naturally keen on learning / are willing to learn. Students who do not like to learn will have different results. However, the method looks promising.
5. Seifert, T. (2004). Understanding student motivation. Educational Research, 46(2), 137–149. https://doi.org/10.1080/0013188042000222421
- A student's motivation can be based on multiple variables, for instance: religion, parents, self-efficacy, self-worth and willingness to achieve certain goals among other things. A student’s motivation will have an influence on the way he or she will learn. It will have an effect on the behavior of things like the pursuit of mastery, failure avoidance, learned helplessness, and passive aggression. Students prefer their work to be meaningful and they like to have control and autonomy during their study. However in the end it all comes down to the personal emotions and beliefs of each student to really get a feel for their individual motivation.
6. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0618.104.22.1681
- This article shows the importance of a good working environment and what kind of effects this can have on the learning behavior and motivation of the students.
7. Zheng, S., Han, K., Rosson, M. B., & Carroll, J. M. (2016). The Role of Social Media in MOOCs. Proceedings of the Third (2016) ACM Conference on Learning @ Scale, Association for Computing Machinery. https://doi.org/10.1145/2876034.2876047
8. Iriarte, Y., Diaz-Orueta, U., Cueto, E., Irazustabarrena, P., Banterla, F., & Climent, G. (2012). AULA—Advanced Virtual Reality Tool for the Assessment of Attention. Journal of Attention Disorders, 20(6), 542–568. https://doi.org/10.1177/1087054712465335
- This paper shows the benefit of using a VR “game” to perform tests on students with a disorder, like ADHD. Since it helps them to focus better on the different tasks than if they would have done them with paper and pencil. While the test in the paper is focused on a younger audience, 6 to 16 years, it could give an indication for (young) adults as well. There also seems to be a difference in performance when looking at the different genders. The main takeaway message is that VR can be used to help students with a (learning) disorder to focus better by removing distractors for instance.
9. van Gog, T., & Scheiter, K. (2010). Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction, 20(2), 95–99. https://doi.org/10.1016/j.learninstruc.2009.02.009
- Eye tracking can be used as an input but also to measure the effect of various learning processes which make use of visual attention cues. Eye-tracking can provide more information on the split-attention effect, modality effect, redundancy effect, goal-specificity effect. The information gathered can be used to optimize learning strategies or layouts.
10. Vandewalle, G., Maquet, P., & Dijk, D. (2009). Light as a modulator of cognitive brain function. Trends in Cognitive Sciences, 13(10), 429-438. doi:https://doi.org/10.1016/j.tics.2009.07.004
- According to this article wavelength, duration, and intensity of light exposure modulates brain responses. Immediately after light exposure, you can observe physiology, for example, heart rate, sleep propensity, alertness, and body temperature. The non-visual responses are maximally for blue light (480nm) while the spectral sensitivity of classical photoreceptors is maximal for green light (550nm).
- Also, cognition is affected by light in which we are interested the most. Because this includes attention, executive functions, and memory. These cognitive performances decline during the biological night and progressively improve during the biological day. The light could affect cognitive performance through its synchronizing/phase-shifting effects on the circadian clock. Also with light exposure, cognitive performance can be increased acutely.
- From the article, we can conclude that exposure to blue light gives the highest brain-responses ranging from a few seconds to about 20 minutes.
11. Selvaraj, S. (2013, October). (Pdf) impact of social media on student's academic performance. Retrieved February 06, 2021, from https://www.researchgate.net/publication/288516435_IMPACT_OF_SOCIAL_MEDIA_ON_STUDENT%27S_ACADEMIC_PERFORMANCE
- According to this article students are very fond of using social media such as Facebook, Twitter, YouTube (based on the social media form 2013). The colleges are now pushing the classroom through social networks. Also, most of the information on social networks is fake or half-truth which could be a problem for students. Also, the students become addicted to social networks, which also means that their real-life friends become less in numbers while the digital friends become more and more. Too much of anything is good for nothing.
12. Perrin, A. (2020, May 30). Social media usage: 2005-2015. Retrieved February 06, 2021, from https://www.pewresearch.org/internet/2015/10/08/social-networking-usage-2005-2015/
- From this article, we can conclude that social media usage has increased very much between 2005 and 2015. From which we can only imagine that the trend continued to 2021. So the usage of social media is enormous. Young adults between 18 and 29 years are most likely to use social media 90% of this group uses social media.
13. Küller, R. (2002). The influence of light on circarhythms in humans. Journal of PHYSIOLOGICAL ANTHROPOLOGY and Applied Human Science, 21(2), 87-91. doi:10.2114/jpa.21.87
- Humans have a circadian rhythm from approximately 24 hours, including being awake and asleep. This process is regulated by neural and hormonal processes. This process is being synchronized by the solar night and day. When far from the equator this internal clock can be disrupted by the short days and long nights (for half a year) which results in fatigue, sadness, and sleep problems. When you are indoors for a long time indoors during the day, windows are very important. Dark environments can have a negative effect on well-being and work capacity.
- All types of light within the visual range can have an influence on the biological clock. Bright is more effective than dim light and white or daylight more effective than colored light(possible with some exceptions).
14. Ogbodo, R. (2010). Effective study habits in educational sector: Counselling implications. Edo Journal of Counselling, 3(2), 229-239. doi:10.4314/ejc.v3i2.63610
- In this paper, good study habits are discussed. The most important conclusion from this paper is that to form effective study habits you should have good counseling. They help you with a proper study schedule. They also note that a study should be divided into three periods where the subjects should be divided into relative importance. Also, a good schedule is very important in maintaining a good study schedule. And one point they note is: Do you have enough light in your study place?
|Date||Name||Activity||Time spent (HH:MM)|
|01/02/21||Jens||Approach, milestones and deliverables||0:15|
|01/02/21||Joep||Literature study for SotA||2:30|
|03/02/21||Jens||Literature study for SotA||3:30|
|03/02/21||Erick||Literature study for SotA||2:30|
|03/02/21||Ilana||Literature study for SotA||1:00|
|04/02/21||Erick||Updating wiki page||0:30|
|04/02/21||Erick||Updating wiki page||0:35|
|04/02/21||Ilana||Literature study for SotA||2:00|
|04/02/21||Joep||Literature study for SotA||1:00|
|05/02/21||Jens||Literature study for SotA||1:30|
|05/02/21||Joep||Literature study for SotA||2:00|
|06/02/21||Erick||Literature study for SotA||2:00|
|06/02/21||Ilana||Literature study for SotA||2:00|
|06/02/21||Joep||Literature study for SotA||2:00|
|08/02/21||Erick||Coming up withideas||0:30|
|17/02/21||Erick||List of materials||2:00|
|24/02/21||Erick,Joep,Wouter||Meeting for list of materials||1:00|
|24/02/21||Jens, Ilana||creating online survey||2:30|