TY - JOUR
T1 - Effects of using a second-screen application on attention, learning, and user experience in an educational content
AU - Lee, Seungyup
AU - Baek, Jongsoo
AU - Han, Gunhee
N1 - Publisher Copyright:
© 2017 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2018/4/3
Y1 - 2018/4/3
N2 - Using a secondary device while viewing a primary device (i.e. TV), or media multitasking, is now common. Numerous researchers and practitioners have attempted to introduce secondary devices into education as a new learning environment providing additional information to the user. However, the learning-related effects of using a second screen remain controversial. This study examined the effects of second-screen-application use on attention, learning performance, and user experience per content relevance for three primary contents (PC; i.e. videos) requiring different amounts of cognitive load: low, medium, and high. Second-screen use reduced learning performance and user satisfaction when the PC required high cognitive load. However, participants exhibited increased learning performance, concentration, and satisfaction with the PC requiring medium-cognitive-load when highly relevant information was presented on the secondary screen simultaneously. Based on these findings, guidelines were suggested for designing a second-screen application without degrading users’ learning and experience.
AB - Using a secondary device while viewing a primary device (i.e. TV), or media multitasking, is now common. Numerous researchers and practitioners have attempted to introduce secondary devices into education as a new learning environment providing additional information to the user. However, the learning-related effects of using a second screen remain controversial. This study examined the effects of second-screen-application use on attention, learning performance, and user experience per content relevance for three primary contents (PC; i.e. videos) requiring different amounts of cognitive load: low, medium, and high. Second-screen use reduced learning performance and user satisfaction when the PC required high cognitive load. However, participants exhibited increased learning performance, concentration, and satisfaction with the PC requiring medium-cognitive-load when highly relevant information was presented on the secondary screen simultaneously. Based on these findings, guidelines were suggested for designing a second-screen application without degrading users’ learning and experience.
KW - Second-screen application
KW - content relevance
KW - educational content
KW - media multitasking
KW - multimedia learning
UR - http://www.scopus.com/inward/record.url?scp=85019118783&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85019118783&partnerID=8YFLogxK
U2 - 10.1080/10494820.2017.1324494
DO - 10.1080/10494820.2017.1324494
M3 - Article
AN - SCOPUS:85019118783
SN - 1049-4820
VL - 26
SP - 289
EP - 307
JO - Interactive Learning Environments
JF - Interactive Learning Environments
IS - 3
ER -