Do Smartphones Intrude Attention?: A Review Study

سال انتشار: 1399
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 35

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شناسه ملی سند علمی:

ICCS08_188

تاریخ نمایه سازی: 8 تیر 1405

چکیده مقاله:

Background and Aim: Smartphones are multi-purpose mobile computing devices helping people to inform, communicate, navigate, educate and entertain. But they have a dark side too. They cost on cognitive resources including attention by interrupting and interfering ongoing tasks. Methods: PubMed, Scopus and web of science were searched for English studies published from ۲۰۱۲ to ۲۰۲۰ with the keywords including "smartphone problematic use","smartphone addiction", "attention", "distraction"," productivity" and "flow state". Studies using behavioral assessments were included. Results: The aim of present review is to summarize the main findings from researches studying the effect of using smartphone on attentional functioning. Conclusion: Thirteen studies were included in the present review. ۴ studies demonstrated that exposure to smartphone notifications significantly disrupted performance on a concurrent cognitive-based tasks. ۲ studies investigated the influence of the smartphone use on everyday inattention and hyperactivity symptoms. ۲ studies used "media multitasking" term to explain a form of smartphone use that have paradoxical effect on sustained attention. ۵ studies explored the effect of smartphone related interruptions on everyday task performance productivity and flow experience with specific interventions (e.g. including batching notifications). The results indicate the negative relation between having smartphone nearby and flow experience as well productivity. smartphone and keeping nearby may cost individual's attentional resource and therefore negatively affects experience of flow state.

نویسندگان

Razieh Pourafshari

Department of psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

Tara Rezapour

Department of Cognitive Psychology, Institute for Cognitive Science Studies (ICSS), Tehran, Iran; Department of psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

Javad Hatami

Department of psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran