Computers In Classroom Research Articles

Phenomenology of writing with unfamiliar tools in a semi-public environment: A case study

• Graduate student writers have trouble adjusting to unfamiliar tools, hardware, and/or software. • Graduate students experience surveillance anxiety in a semi-public writing environment. • Research on student writing with unfamiliar digital tools and in semi-public environments is increasingly necessary. • More phenomenological writing research in similar contexts may focus our awareness on beneficial adjustments for writers. This case study investigates the phenomenon of graduate students writing with unfamiliar digital tools in semi-public writing environments. The increase in the prevalence of writing with unfamiliar tools in semi-public environments, such as networked computer classrooms and university testing centers, makes it worthy of investigation. We use phenomenological interviews to examine the writing experiences of a group of graduate students writing in a classroom on unfamiliar computers equipped with a tool that tracked their keystrokes and eye movements. Though some of the writers had positive experiences with the tool's output and their reflective conversations about writing it prompted, they all had challenging experiences adjusting to the hardware, the physical requirements of the tool, and overcoming surveillance anxiety prompted by it. Some students who wrote in the semi-public environment using an unfamiliar tool benefitted but all were challenged by situational awareness, new hardware, new haptic interactions, surveillance anxiety, and lack of control. The study indicates a need to explore and address the factors of situation awareness, an adjustment period, and surveillance anxiety in situations where individuals are writing with unfamiliar tools in semi-public environments.

An Application Example for The Teaching Fractions with the Developed Digital Fraction Transparency Material

The aim of the current study is to investigate the effects of digital teaching materials on 4th graders' academic achievement on fractions subject and attitudes towards mathematics and computers. The study was planned with a pretest and posttest control group design. The participants of the study were 60 students studying in a public elementary school in Karabağlar district of İzmir province. Through a pilot study, groups were selected to administer an academic achievement test to all fourth classes in the school. Initial analyses suggested A and E classes" achievement scores did not differ significantly; thus, these classes were included in the study. Class A with 32 students was randomly selected as the experimental group. 55% (n = 33) of the participants were male and 45% (n = 27) were female. The experimental group received technology-enhanced presentations, whereas the control group had traditional presentations from the same teacher. Participants had access to interactive digital materials within course hours on the classroom computer. The study took four weeks (16 course hours). Data were collected through fractions achievement test, mathematics attitude scale and computer attitude scale. Results revealed no significant differences between achievement and computer attitudes scores of the groups. However, the mathematics attitudes scores show significant differences between groups.

Natural Ventilation Characterization in a Classroom under Different Scenarios.

The COVID-19 pandemic has pointed to the need to increase our knowledge in fields related to human breathing. In the present study, temperature, relative humidity, carbon dioxide (CO2) concentration, and median particle size diameter measurements were taken into account. These parameters were analyzed in a computer classroom with 15 subjects during a normal 90-minute class; all the subjects wore surgical masks. For measurements, Arduino YUN, Arduino UNO, and APS-3321 devices were used. Natural ventilation efficiency was checked in two different ventilation scenarios: only windows open and windows and doors open. The results show how ventilation affects the temperature, CO2 concentration, and median particle diameter size parameters. By contrast, the relative humidity depends more on the outdoor meteorological conditions. Both ventilation scenarios tend to create the same room conditions in terms of temperature, humidity, CO2 concentration, and particle size. Additionally, the evolution of CO2 concentration as well as the particle size distribution along the time was studied. Finally, the particulate matter (PM2.5) was investigated together with particle concentration. Both parameters showed a similar trend during the time of the experiments.

WVNCC innovative technology use benefits physiology instructions during Covid-19 pandemic.

Inquiry based collaborative learning is a vital asset of modern physiology curriculum. Application of this approach is severely impacted by Covid-19 pandemic when face-to-face physiology laboratories must be modified to comply with needs of social distancing. Introduction of a new technology may mitigate some impact, but it is associated with adding to the complexity of educational activities and may interfere with the proper social dynamic of the classroom. WVNCC team designed a new learning environment, employed, and assessed use of a new technology in our biology laboratory in Weirton Campus. Originally, during a typical physiology lab, each student operated IWorx physiology stations using a personal computer. The progress of the work was not easily shared with the other students or instructor in the classroom, especially when social distancing was maintained. A new educational environment allowed for an on-demand connection to a large screen monitor for all classroom computers and was achieved using a wireless Polycom Pano content sharing and wireless presentation system (Polycom, San Jose, CA). In a survey, students indicated that the provided equipment is seamlessly incorporated into the lesson and encourages active engagement. Eighty percent agreed that the new technology makes it easier to ensure that social distancing is maintained during collaborative learning. The innovative learning layout presented here allows for prompt guidance, effective collaboration between students, appropriate assessment of student performance. Our design idea and technical solution can be modified for various laboratories and be used during and after Covid-19 pandemic.

Developing and Implementing Cloud-Based Tutorials That Combine Bioinformatics Software, Interactive Coding, and Visualization Exercises for Distance Learning on Structural Bioinformatics

The COVID-19 pandemic has swiftly forced a change in learning strategies across educational institutions, from extensively relying on in-person activities toward online teaching. It is particularly difficult to adapt courses that depend on physical equipment to be now carried out remotely. This is the case for bioinformatics, which typically requires dedicated computer classrooms, as the logistics of granting remote access to a workstation or relying on the computational resources of each student is not trivial. A possible workaround is using cloud server-based computing resources, such as Google Colaboratory, a free web browser application that allows the writing and execution of Python programming through Jupyter notebooks, integrating text, images, and code cells. Following a cloud-based approach, we migrated the practical activities of a course on molecular modeling and simulation into the Google Colaboratory environment resulting in 12 tutorials that introduce students to topics such as phylogenetic analysis, molecular modeling, molecular docking, several flavors of molecular dynamics, and coevolutionary analysis. Each of these notebooks includes a brief introduction to the topic, software installation, execution of the required tools, and analysis of results, with each step properly described. Using a Likert scale questionnaire, a pool of students positively evaluated these tutorials in terms of the time required for their completion, their ability to understand the content and exercises developed in each session, and the practical significance and impact that these computational tools have on scientific research. All tutorials are freely available at https://github.com/pb3lab/ibm3202.

The Application of PAD Teaching Method in Computer Network Course

As a new teaching mode and method, PAD has been developed in recent years. This teaching mode has been applied in the teaching of universities, ordinary primary and secondary schools and vocational colleges. It has achieved good teaching results. In order to improve teaching effect, improve the students’ autonomy and enthusiasm and cultivate the independent innovative talents needed by the society, more and more computer teachers have also begun to apply PAD to the computer classroom. “Computer Network” is a basic and compulsory course for learning computers. “transmission media” in this course is selected as the specific content, and PAD is used for teaching design.

Осознанная саморегуляция в системе предикторов успешности по русскому языку в школе (общая модель и ее модификации)

Background. Confi dent language profi ciency in Russian language is the key to successful schooling. However, teachers note a general decline in Russian language performance among students. One of the most critical factors opposing this trend may be the development of regulatory competencies, particularly conscious self-regulation in achieving goals and in executive functions. Objective. Th e aim is to reveal the role conscious self-regulation plays in the system of predictors of successful mastering Russian language by secondary school students, diff ering in gender and age. Design. Sample included students of schools in Moscow and Moscow region aged 13–15 years (N = 286): seventh graders (N = 147) and ninth graders (N = 139). Methods applied in the study included V.I. Morosanova’s questionnaire “Th e style of self-regulation of learning activity (SRPLAQ-M 52)”; Eriksen’s task to assess the suppression of irrelevant stimuli, the letter-digit task to assess attention switching, the N-Back task to assess the renewal of working memory. We used two tasks developed by E.D. Bozhovich to diagnose language competencies. Questionnaires were fi lled out in group format in the classroom under the experimenter’s supervision; computer testing was held in a computer classroom on another day. Results. Th e results of the study showed that self-regulation and intelligence are universal resources for achieving educational goals. High academic performance amongboys mostly depends on the development of conscious self-regulation and the ability to manage their attention. Planning educational goals, the general level of self-regulation, and the accuracy of updating working memory are signifi cant for girls’ academic performance. By the time students start high school, the system of predictors for academic performance in Russian is undergoing qualitative changes. Th e system is “curtailed”, with only those elements that ensure success in passing state exams remaining relevant. Conclusion. Th e study revealed the invariant structure of the relationships between the predictors of success in Russian language. Th is structure is implemented as a model, constructed around the relationship of conscious self-regulation and its primary neurocognitive basis represented by executive functions. Th is complex regulatory component is a crucial predictor of success in Russian in adolescence. Th e annual assessment is determined primarily by self-regulation, while executive functions mainly contribute to the development of language competencies.

Research on Mixed Teaching of University Computer in MOOC and Rain Classroom

MOOC is a new teaching method that has emerged with the development of Internet information technology. It has realized the platform design with multimedia interactive network as the medium and virtual reality and hypermedia as the real technology theme. We can carry out information dissemination of remote digital satellite video IP multicast technology. This article will analyze the problems existing in the current situation of university computer teaching, and put forward the idea of adding MOOC and rain classroom to university computer basic mixed teaching. The author will put forward reasonable suggestions based on the application of MOOC and Rain Classroom.

Report on the usage status of the virtual computer classroom and consideration for it, for about five years including the COVID-19

Report on the usage status of the virtual computer classroom and consideration for it, for about five years including the COVID-19

Contribution of using mobile application on botanical fieldwork in primary school

ABSTRACT The aim of the research is to examine the contribution of mobile application using in botanical fieldwork to the quality and durability of knowledge of the subject Nature and society compared to multimedia teaching in the fourth grade of primary school. The study involved 120 students, divided into two groups: control group, which taught on the principles of multimedia teaching with the help of digital herbarium and experimental group, which taught through botanical fieldwork, with the help of the mobile application PlantNet Plant Identification. A digital herbarium was placed on student’s computer at school (in the computer classroom) and at home, and a mobile application on every student’s mobile phone. Students studied and identified 30 plants, 13 forest and 17 cultivated plants. After the identification of the plants, the quality of students’ knowledge was examined by a post-test, while the durability of knowledge was examined by a re-test. The results of the research showed that using of the mobile application in botanical fieldwork contributed to the higher quality and durability of students’ knowledge compared to multimedia teaching at cognitive levels: analysis, evaluation and synthesis.

ICT in the Primary School

The aim of the study was to explore various issues related to the introduction and use of ICT in primary schools in eastern and central Croatia from the viewpoint of informatics teachers. A total of 232 respondents participated in the survey. Both descriptive and inferential statistics were applied in data analysis. The results indicate that the equipment in computer classrooms is only partially satisfactory. LCD projectors and multimedia computers are mostly used in teaching informatics. The research also revealed that teachers are aware of the importance of ICT implementation in classrooms. However, they are less satisfied with the professional development opportunities. Their responses also suggest that they are ready to participate in the curriculum development process, undertake continuing education, and focus on pupils and their learning. In addition, the analysis showed that teachers, regardless of their background characteristics, share similar views. So far, the issues discussed in this paper have only been superficially examined. The present study expands previous research by providing insight into the practice and attitudes of informatics teachers in Croatian primary schools.

Implementation and Commercialization of the Results of the “Multidisciplinary Mobile Computer Classroom Based on Raspberry Pi” Project

This paper describes the developed technology for using the Raspberry Pi micro-computer to teach practical skills on computer networks and operating systems. The effectiveness of acquiring skills using the proposed technology is due to the fact that it allows organizing the workshops with personal support with the necessary special tools. The paper presents a largely implemented project on an initiative basis, preceding the work on commercialization of the described results. In the present work a full detailed content of the steps for implementation and subsequent commercialization of the solutions presented in the project is given. There was assembled a prototype of the hardware-software device. There were developed individual training kits for distribution to students in the classroom. To study the disciplines “Computer Networks” and “Operating Systems”, methodological recommendations on the operation and maintenance of the described computer class were prepared; a methodological manual is being prepared for studying these disciplines using these training kits; the guidelines for operation of devices and components were developed. The work also prepared boot files with the predefined working environment for each discipline. These files include the needed operating systems, the needed preinstalled software, a customized user interface, the needed literature, a training manual, and methodological recommendations. In terms of commercialization, the calculations were carried out on the costs of organizing a computer class based on the Raspberry Pi: implementation of the developed technology; the effectiveness of its implementation was evaluated. A commercial plan was drawn up and calculations were made on the current date with the reference mainly to Kazakhstan; the trial design and layout of the packaging case, information stickers and cover (as well as layout) of the training manual were completed; industrial designs were developed in order to prepare the project for commercialization. The results are practically significant, when they were received, widespread methodology and development tools were used, they can be universally used, including in the field of education without any restrictions.

Distributing Computing Devices in Classrooms: Hedonic and Utilitarian Influences on Science and Technology Attitudes

While extensive efforts have been made to harness benefit of computing technologies in education, little attention focuses on how such efforts lead to students’ positive attitudes toward science and technology. Building on the technology acceptance model and motivation literature, the current study proposed that hands-on experiences with computing devices allow students to perceive their technology use as being useful and enjoyable, which in turn leads to positive attitudes toward science and technology in general. Data collected from a pedagogical intervention support our predictions regarding the role of utility perception and enjoyment. Furthermore, it is suggested that students’ prior attitudes toward science and technology and the type of device used in the intervention influence perceived usefulness and enjoyment of classroom computing. When using education-specific devices, students’ prior attitudes were positively associated with postintervention attitudes as well as with utility perception and enjoyment. When using general-purpose devices, however, students’ prior attitudes were not related to those outcomes. These results imply that distribution of technologies to schools may improve attitudes toward science and technology, particularly in populations that have been underrepresented in the fields of science and technology thus far.

Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process

The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.

ВИКОРИСТАННЯ WEB-ЗАСТОСУНКУ НА ОСНОВІ ФРЕЙМВОРКУ ANGULAR ДЛЯ ОРГАНІЗАЦІЇ ТЕСТУВАННЯ ПІД ЧАС НАВЧАЛЬНИХ ЗАНЯТЬ

This article explores the possibility of developing and using an Angular-based web application to provide feedback to an audience during a lesson. This framework provides the convenience of web application interfaces on different devices without any limitation of their functionality. This framework has many powerful features that allowdevelopers to create one-page web applications easily. Angular is well suited for applications that need to run in multiple development environments. The basic principle of web application operation is based on the already existing system of passing tests during training. But since mobile devices have become an integral part of our lives,they can be used in testing. The main difference from the existing test systems offered in this article is that the server, in this case, is the laptop of the teacher, and communication with students'smartphones is via a local network, including the router. It gives the possibility to be independent of the external Internet and to leverage the students' smartphones in the teaching process, which usually distracts them during class. This testing technique does not require a computer classroom and can be carried out in any audience.Using this framework, we created a web application that allows students to be tested during a lesson. This one works on the principle of a one-page app. It reduces the loading time of each new page when logging into the application. We used a random sort algorithm to sort the questions in the test. Each teacher for his discipline can create his test database. The app can be used for anysubject in both university and school.

ЗАБЕЗПЕЧЕННЯ ІНФОРМАЦІЙНО-ОСВІТНІХ ПОТРЕБ СТУДЕНТІВ-ІНОЗЕМЦІВ ЯК НЕВІД'ЄМНА СКЛАДОВА ДІЯЛЬНОСТІ НАУКОВО-ТЕХНІЧНОЇ БІБЛІОТЕКИ НАЦІОНАЛЬНОГО АВІАЦІЙНОГО УНІВЕРСИТЕТУ

У статті узагальнено практичний досвід забезпечення інформаційно-освітніх потреб студентів-іноземців в Науково-технічній бібліотеці Національного авіаційного університету. Проведено аналіз теоретичних засад та сучасного практичного досвіду організації роботи з іноземними студентами в закладах вищої освіти України, виявлено особливості цієї категорії студентів, щодо забезпечення інформаційних потреб в процесі навчання, спрощення їх адаптації до умов освітнього, інформаційного та побутового середовища країни перебування. У статті зазначається, що Національний авіаційний університет є одним із провідних навчальних закладів, що надає освітні послуги іноземним студентам. З’ясовано, що Науково-технічна бібліотека НАУ здійснює інформаційне забезпечення та обслуговування іноземних студентів на загальних засадах і не має у своєму складі окремого структурного підрозділу для роботи лише з цим студентським контингентом. Але для іноземних студентів створені достатні умови для інтелектуального та фізичного доступу до інформаційних ресурсів через сайт бібліотеки і в її комп’ютерних класах. У статті також розглядаються проблеми, пов’язані із безпосереднім обслуговуванням іноземних студентів у підрозділах бібліотеки і професійною готовністю бібліотечного персоналу до спілкування, що має певну специфіку. З’ясовано що Науково-технічна бібліотека НАУ за десятиліття роботи з іноземними студентами набула цікавого і корисного досвіду з організації роботи з цією категорією читачів та забезпеченню їх інформаційно-освітніх потреб. Обґрунтовано необхідність узагальнення та поширення цього досвіду, як і удосконалення забезпечення інформаційних потреб іноземних студентів в НТБ НАУ.

Optimization of the network of general secondary education institutions in the conditions of decentralization: geographical aspect

Decentralization reform includes a number of other reforms, including education reform, which is one of the most important. The main results of the reform of secondary education are: the introduction of the New Ukrainian School, the change of the system of management and financing of institutions, as well as the creation of educational districts and basic schools. Optimization of the network of general secondary education institutions (GSEI) is an important element on the way to quality educational services. When optimizing the network of GSEI, it is necessary to take into account a number of factors, among which the most important are: quality of transport routes, distance of transportation of students, number of students who will need transportation, material and technical base of institutions (availability of computer classes, gym and classrooms), staffing of the library fund, the quality of teaching staff and others. As of September,1 2019 there were 402 educational establishments with 105483 students in Chernivtsi oblast. Currently, 14 basic educational institutions and 22 branches have been established in Chernivtsi oblast. Among the raions, the largest number of basic educational institutions have been established in Hertsa raion. No basic educational institutions have been established in Putyla and Hlyboka raions, as well as in the city of Chernivtsi. A total of 7,354 students study in basic institutions and their branches. To test the method of optimization of the network of GSEI, we chose Kitsman raion of Chernivtsi oblast, which is optimal for the oblast and Ukraine in general on various indicators: demographic characteristics; the size of the raion; features of the transport network; the number of GSEI and students enrolled in them and others. Currently, there are 2 basic institutions and 2 branches in Kitsman raion. After analyzing a number of indicators (level of institutions, peculiarities of the institution location, number of students who will need transportation, area of student premises, material and technical base, staffing of the library fund, qualification of pedagogical staff and quality of graduates’ knowledge), we propose to optimize Kitsman raion network of GSEI, by means of establishing of 12 educational districts, 11 basic institutions and 26 branches. In most educational districts of Kitsman raion we propose to create one basic institution, only in Kitsman educational district – two, and in Shypyntsi and Luzhany educational districts not to create any basic institution at the moment.

Information-Educational Environment as a Condition of Formation of Gifted Children's Informational-Digital Competence

The article deals with the influence of information-educational environment on gifted child’s development. The study was carried out on the basis of the Laboratory of informational technologies of education in Kharkiv Regional Specialized Boarding School of the 2nd – 3rd degrees “Giftedness”. The directions of the activities of the Laboratory of informational technologies of education have been revealed. They included: introduction and integration of distance learning into educational process, organization of distance learning through cooperation with institutions of higher education (dual education); creation and replenishment of methodical-informational resources of school; ensuring sustainable functioning and development of computer network, use of new means of informational technologies; software and technical, methodic and organizational support of educational computer classrooms and computer equipment; providing school representation in world informational space; support of projects that include use of new informational technologies and Internet; funding educational software; researching the effectiveness of using software tools etc. The requirements to information-educational environment and organization of gifted children’s work have been determined. They are development of informational culture and competence of the participants of the environment, its orientation on monitoring of development of child’s giftedness, harmonization of relationships between participants of educational process, strengthening school ties with the external environment.

THE USE OF MULTIMEDIA LINGUISTIC LABORATORIES IN FOREIGN LANGUAGE LEARNING (THE CASE STUDY OF «TRANSLATION» SPECIALTY)

The research is devoted to the experimental verification of the effectiveness of multimedia language laboratories in foreign language learning (on the example of the specialty «Translation»). The study represents the capabilities of multimedia language laboratories in the foreign language learning and the advantages and disadvantages of their use. The article discusses the concepts of “multimedia technologies” as digital delivery of content using more than one medium which influences several perception channels of information, and “multimedia linguistic laboratories” as computer classrooms equipped with E-Presenter, multimedia projector, interactive whiteboard and peripheral equipment. Multimedia presentations, electronic studies manuals and Internet access are used to provide the future interpreters with necessary knowledge for doing translation. Modern multifunctional computer software gives the future interpreters the opportunity to form the competence in listening. The use of Skype and Viber helps to develop communicative skills providing communication and cultural interaction with native speakers. MLL’s software and hardware complex provides teachers with a powerful toolkit that helps to create, edit and save tests, conduct tests and collect results, quickly assess and comment on the answers. The statistical calculations confirmed that the implementation of multimedia technology in the educational process, the correct and systematic use of MLL in the foreign language learning, can not only diversify learning process, but also help the future interpreters to achieve a high level of the foreign language competence. The use of MLL revealed a number of methodological advantages over traditional ways of teaching. The authors see the prospects for further research in the creation of appropriate pedagogical conditions for implementing information and communication technologies in the process of training future interpreters.

Media-Multitasking

While internet capable technology (ICT) use integrated within the curriculum has been linked to higher test scores, better GPAs and greater learning goal achievement (Kay & Lauricella, 2014), technology use does not always enhance learning. Within learning environments many students use ICT for off-task activities, and this is referred to as media-multitasking (Ophir, Nass, & Wagner, 2009). Unless two tasks are simple and well practiced, people show diminished attention and performance capabilities whilst multitasking due to cognitive limitations. Within educational contexts this explains why higher levels of media-multitasking have been associated with poorer academic performance and lower GPAs (e.g., Bowman, Levine, Waite, & Gendron, 2010). Given the significant implications of students’ media-multitasking for their learning outcomes, it is important to understand what media-multitasking activities are undertaken within learning contexts. The current study presents data examining the association between students’ media-multitasking within academic contexts (lectures, tutorials, exam study, assignment writing and recorded lecture viewing), and their attention and memory skills. Across all academic contexts, higher levels of media-multitasking were associated with more mental errors, more attentional focus and memory problems, and more mind wandering. Students reported more media-multitasking during assignment writing and exam study than when at class or viewing recorded lectures. The cognitive consequences of media-multitasking within learning environments will be discussed (e.g., increased task difficulty, memory load and switching between tasks) and the Cognitive Load Theory (Van Merrienboer & Sweller, 2005) will be used to illustrate why media-multitasking interferes with learning. Given the duty of care of educators for student learning, strategies for educating and regulating student media-multitasking behaviours within academic learning environments (e.g., technology use rules, engaging classes, active learning and educational activities, Hayashi, & Nenstiel, 2019, Purwaningtyas, 2019) will also be discussed.
 
 References
 Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54(4), 927-931.
 Hayashi, Y., & Nenstiel, J. N. (2019). Media multitasking in the classroom: Problematic mobile phone use and impulse control as predictors of texting in the classroom. Current Psychology, 1-7.
 Kay, R. H., & Lauricella, S. (2014). Investigating the benefits and challenges of using laptop computers in higher education classrooms. Canadian Journal of Learning and Technology, 40(2), n2.
 Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587. https://doi.org/10.1073/pnas.0903620106
 Purwaningtyas, I. (2019). Pursuing Effective Media Multitasking: An Effort of Managing Distractions in Digital Learning Classrooms.
 Van Merrienboer, J. J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177.