Effects of Observation With and Without Technology on Learning in Introductory and Advanced Courses

Abstract

Cost and time constraints make it challenging to include hands-on laboratory experiences in psychology courses, yet engaging laboratory experiences can increase scientific literacy and appreciation. The present study tested whether learning by observing could also increase scientific literacy (knowledge of social neuroscience). We additionally assessed whether the technology mattered, by comparing students who participated in a “low-technology” demonstration (finger pulse count) versus a “high-technology” demonstration (pulse recording via psychophysiological recording equipment). Undergraduate students observed pulse rate measures prior to and following a social challenge, in a 2 (Student Type: Introductory vs. Advanced) × 2 (Technology: High vs. Low) factorial design. Results revealed that technology yielded equal effects on scientific literacy, while perceived learning for psychology as a science increased significantly (albeit modestly) for students in the high-technology condition. These data confirm that adding laboratory experiences of any type can facilitate scientific literacy in introductory and advanced psychology students.