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With social technology on the rise, it is no surprise that young students are at the forefront of its use and impact, particularly in the realm of education. Due to greater accessibility to technology, media multitasking and task-switching are becoming increasingly prominent in learning environments. While technology can have numerous

With social technology on the rise, it is no surprise that young students are at the forefront of its use and impact, particularly in the realm of education. Due to greater accessibility to technology, media multitasking and task-switching are becoming increasingly prominent in learning environments. While technology can have numerous benefits, current literature, though somewhat limited in this scope, overwhelmingly shows it can also be detrimental for academic performance and learning when used improperly. While much of the existing literature regarding the impact of technology on multitasking and task-switching in learning environments is limited to self-report data, it presents important findings and potential applications for modernizing educational institutions in the wake of technological dependence. This literature review summarizes and analyzes the studies in this area to date in an effort to provide a better understanding of the impact of social technology on student learning. Future areas of research and potential strategies to adapt to rising technological dependency are also discussed, such as using a brief "technology break" between periods of study. As of yet, the majority of findings in this research area suggest the following: multitasking while studying lengthens the time required for completion; multitasking during lectures can affect memory encoding and comprehension; excessive multitasking and academic performance are negatively correlated; metacognitive strategies for studying have potential for reducing the harmful effects of multitasking; and the most likely reason students engage in media-multitasking at the cost of learning is the immediate emotional gratification. Further research is still needed to fill in gaps in literature, as well as develop other potential perspectives relevant to multitasking in academic environments.
ContributorsKhanna, Sanjana (Author) / Roberts, Nicole (Thesis director) / Burleson, Mary (Committee member) / Barrett, The Honors College (Contributor)
Created2016-12
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As threats emerge, change, and grow, the life of a police officer continues to intensify. To help support police training curriculums and police cadets through this critical career juncture, this study proposes a state of the art approach to stress prediction and intervention through wearable devices and machine learning models.

As threats emerge, change, and grow, the life of a police officer continues to intensify. To help support police training curriculums and police cadets through this critical career juncture, this study proposes a state of the art approach to stress prediction and intervention through wearable devices and machine learning models. As an integral first step of a larger study, the goal of this research is to provide relevant information to machine learning models to formulate a correlation between stress and police officers’ physiological responses on and off on the job. Fitbit devices were leveraged for data collection and were complemented with a custom built Fitbit application, called StressManager, and study dashboard, termed StressWatch. This analysis uses data collected from 15 training cadets at the Phoenix Police Regional Training Academy over a 13 week span. Close collaboration with these participants was essential; the quality of data collection relied on consistent “syncing” and troubleshooting of the Fitbit devices. After the data were collected and cleaned, features related to steps, calories, movement, location, and heart rate were extracted from the Fitbit API and other supplemental resources and passed through to empirically chosen machine learning models. From the results of these models, we formulate that events of increased intensity combined with physiological spikes contribute to the overall stress perception of a police training cadet

ContributorsParanjpe, Tara (Author) / Zhao, Ming (Thesis director) / Roberts, Nicole (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2022-05