Abstract

Recorded lectures have become increasingly common and are now widespread in online courses. Given this rapid rise, it is important to investigate how students interact with this multimedia and best practices for lecturers in using this technology. One area of investigation is how students interact with the recordings of previously live-streamed lectures with visible students. Attention contagion is one such interaction, and previous research has shown that attention and inattention can spread in in-person and live-streamed lectures. The present study builds off the existing limited literature to examine whether attention contagion can occur across time through asynchronous, recorded lectures. One hundred and twenty participants, who were all UCF undergraduate students aged 18 years and older, completed the study in one of two conditions. The first condition had a recorded lecture sample with attentive students, and the second condition had a sample with inattentive students. Participants then completed the same post-lecture quiz, self-report survey, and demographic questionnaire. The results suggest that inattention can spread unconsciously while watching recorded lectures, with cognitive overload as a potential influence. However, social appraisals were not an influence in either condition. Future research is needed on how attention or inattention may spread unconsciously and how potential influences on attention contagion may differ by lecture format, such as synchronous versus asynchronous.

Thesis Completion

2023

Semester

Spring

Thesis Chair/Advisor

Chin, Matthew

Degree

Bachelor of Science (B.S.)

College

College of Sciences

Department

Psychology

Language

English

Access Status

Open Access

Release Date

5-15-2023

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Included in

Psychology Commons

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