Potential Distraction Research Articles

Reimagining André Rey's method for recording the copy process of the Rey Complex Figure Test: A commentary.

In 1941, André Rey published the Rey Complex Figure, a widely used test for assessing visual-constructional ability and visual memory. It consists of two parts: copy and recall. Evaluating the copy portion presents challenges, as it requires the administrator to focus on both the process and outcome. The assessor must systematically track how the patient copies the figure in real-time to evaluate their planning, organisation and executive abilities. This 'clinician's copy' serves as a record of the patient's approach, aiding later judgements about their cognitive skills. To ensure accuracy, clinicians need a method to record this process for later review or colleague consultation. This paper revisits Rey's suggestion of using different coloured pencils to observe the copy sequence, proposing an alternative. Instead of providing coloured pencils to the patient, we recommend that the administrator use them to record the copy sequence. This method aligns with test norms, reducing potential distractions for the patient while enabling both experienced and novice administrators to easily track and document the sequence of copying.

Analysis of Educational and Cultural Attitudes in Chinese Society Toward Adolescent Dating among Students

In recent years, with an increasing awareness of mental health issues among Chinese adolescents, teenage dating has gradually become a focal point of discussion among society, educational systems, and parents. Within the unique cultural context of China, adolescent dating intersects with educational values, family attitudes, and social morality. Traditional Chinese society generally maintains a conservative stance on adolescent romantic relationships, viewing them as potential distractions from academic performance and future development. However, as globalization progresses and adolescents sense of personal identity strengthens, an increasing number of teenagers are exploring emotional autonomy, making teenage dating an undeniable social phenomenon. This paper systematically examines the varied perspectives of Chinese society, schools, and parents on teenage dating through literature analysis. It investigates how these attitudes impact adolescents' emotional development and academic performance. Findings reveal that, although parents and schools predominantly hold negative views toward teenage dating, citing concerns about academic distraction, psychological pressure, and potential health risks, adolescents' emotional needs and the influence of social culture have grown more pronounced in recent years, leading to the normalization of teenage dating. Moreover, the lack of systematic emotional education in schools has exacerbated adolescents confusion about romantic relationships, resulting in a need for more effective guidance. This paper proposes that schools and families improve communication, provide balanced emotional education, and harmonize emotional guidance with academic development to support adolescents' healthy growth and mental well-being

The importance of using mobile applications in teaching mathematics

This article explores the transformative role of mobile applications in mathematics education, demonstrating how interactive digital tools enrich and personalize the learning experience. The discussion highlights the ways in which mobile applications foster deeper comprehension through multimodal engagement, personalized pacing, and immediate feedback. By offering learners adaptive features and real-time analytics, these technologies empower teachers to differentiate instruction, support collaborative activities, and provide accessible learning pathways for diverse student needs. The article also addresses critical considerations such as potential distractions, unequal access, and the importance of selecting high-quality educational applications. Ultimately, a balanced approach that integrates mobile applications with traditional pedagogical methods can drive motivation, critical thinking, and sustained achievement in mathematics classrooms. By illuminating best practices and ethical considerations, this work underscores the enduring value of technology as a catalyst for inclusive and engaging mathematics instruction.

Satisfaction and Adherence to Exercises in Patients for Home Health vs Clinic PT

Patient satisfaction and adherence to prescribed exercises are critical factors influencing the success of physical therapy (PT). This article explores the comparative dimensions of clinic-based and home health PT settings, analyzing how these environments impact patient outcomes. Clinic-based PT offers structured settings with access to specialized equipment, fostering accountability and precise monitoring, but logistical challenges and time constraints may hinder satisfaction and adherence. Home health PT provides convenience, personalized care, and a focus on functional training within a patient’s familiar environment, yet it may face limitations in equipment availability and potential distractions. By examining the advantages and disadvantages of both settings, this article sheds light on the importance of tailoring PT delivery to individual patient needs to optimize engagement, satisfaction, and therapeutic outcomes.

FROM CHALKBOARDS TO DIGITAL PLATFORMS: THE IMPACT OF MEDIA ON MODERN EDUCATION

This qualitative study investigates the integration of media tools in O-level & A-level classrooms, focusing on perceived impact of multimedia resources such as digital platforms, smartboards, and interactive technologies on the student learning and engagement. Conducted in schools equipped with the modern educational resources, the research involved 50 students and 20 teachers experienced in media-enriched teaching. Data was collected through semi-structured teacher interviews & focus group discussions with students and analyzed using thematic analysis. The findings indicate that multimedia tools boost student engagement and comprehension, leading to improved learning outcomes. However, challenges like limited access to technology, inadequate teacher training, and potential student distractions were identified as barriers to effective implementation. Both teachers and students stressed the need for better technological resources & ongoing professional growth for educators. The study highlights the transformative potential of media integration in enhancing teaching, learning & features the importance of addressing existing limitations to maximize its benefits. By bridging gaps in technology access and educator training, schools can more effectively leverage multimedia tools to create dynamic & engaging learning environments.

How to improve the perceived health, comfort, and well-being of primary school teachers? A quantitative self-reported survey during the COVID-19 pandemic in Scotland

Teachers are among the most stressed professionals, for whom the built environment has an influence. In addition, the COVID-19 pandemic has increased the pressure on schools, where enhanced ventilation is deemed essential to help reduce virus-laden particles in classrooms. Good Indoor Air Quality (IAQ) is required to maintain an adequate level of comfort, health, and well-being. Therefore, solutions to improve IAQ quickly and cheaply are essential. As such, the Scottish Government has funded Local Authorities to purchase CO2 sensors for school classrooms. This study explores two interventions designed to improve the quality of indoor air. The first one by raising the awareness of the teachers on ventilation strategies via a webinar. The second one by deploying devices that visually inform the occupants of the indoor conditions: Temperature, Relative Humidity, and CO2 levels in the classrooms. The novelty of this study is that it evaluated the influence of engaging teachers in the management of their working indoor environments. This paper presents the results of the perceived health, comfort, and well-being of teachers from two primary schools built before 1919 located in Edinburgh, Scotland. Visual feedback sensors improved the perceived air quality of teachers in their classrooms but increased pressure on their workload and were a potential distraction for their pupils. In contrast, raising the awareness of the teachers via the webinar improved their perception of their indoor environment without added pressure. Therefore, awareness programs should be devised to educate school staff on Indoor Air Quality in addition to the development of sensors with visual feedback.

The Impact of Digital Tools on Vocabulary Development in Second Language Learning

This study explores the impact of digital tools on vocabulary acquisition among young second language learners, focusing on students aged 12 to 17 in Knoxville. Using a mixed-methods approach, the research found that digital tools, particularly those incorporating gamification, significantly enhanced vocabulary retention compared to traditional methods. Participants generally perceived these tools as engaging and effective, though challenges such as potential distractions and access to technology were noted. The findings align with existing literature on the benefits of digital learning but also highlight areas for further research, including long-term retention and the effects of emerging technologies.

Prehospital ultrasound constitutes a potential distraction from the observation of critically ill patients: a prospective simulation study

BackgroundPrehospital point-of-care ultrasound allows an unstable patient to be rapidly and accurately assessed. However, we are concerned that an excessive focus on the ultrasound device, in an already demanding emergency medical service environment, may distract from patient care, potentially leading to reduced situational awareness and the neglect of other crucial instruments, such as the patient monitor. Thus, in this study, we examined the influence of prehospital ultrasound on situational awareness, by studying the degree to which physicians were distracted from the patient monitor.MethodsWe observed HEMS physicians in a simulated setting and analysed their gaze behaviour using an eye tracker placed on three areas of interests: the ultrasound device, the patient and the patient monitor. In the course of the experiment, the simulated patient desaturated, which was presented on the patient monitor. The primary outcome was the fraction of gaze distribution across the three areas of interest, while secondary outcomes were different gaze metrics (dwell time, revisits, average duration of visual intake and entry time) on the patient monitor. We then compared the participants who noticed the patient’s deterioration with those who did not.ResultsIn 75% of cases, the severely decreased oxygen saturation went unnoticed during the test. Moreover, the gaze distribution of the two groups differed, with the group that recognised the deterioration focusing longer on the patient monitor (7.8% (95% CI 5–10.7) vs 0.1% (95% CI 0–0.3), p: 0.124).ConclusionsThe task of performing an ultrasound examination appears to overwhelm some participants and distract them from other aspects of the scenario. Efforts to mitigate distractions and optimise the use of prehospital ultrasound, such as education, a focus on human factors aspects and standardisation, are crucial for maximising the potential benefits of prehospital ultrasound.

An Analysis of the Use of Instagram among English Education Students at University of Mataram

Instagram is being a popular platform among students nowadays. This demographic finds the platform engaging and useful for multiple purposes especially in language learning. This research study aimed to (a) find out how students of the English Education Program at the University of Mataram use Instagram for language learning, (b) to identify the motivation of the students in using Instagram for language learning, (c) to reveal the challenges faced by students in using Instagram as a learning tool. The research employed qualitative research method to provide a comprehensive understanding. Data were collected through questionnaire with 61 students in the third semester of English Education Program and interviewed ten students each of them. Among other findings, the present study reports the use, motivation, and challenge on using Instagram for language learning. Most students use Instagram to learn English by following English learning accounts; watching English content; learning from infographics and memes; reading captions; and etc. Their motivations include the desire for practical language application; the sense of community; and the convenience and entertainment value that Instagram offers. However, challenges such as potential distractions; the risk of encountering inaccurate information; and the need for self-discipline in a largely unstructured environment highlight the limitations of relying solely on this platform for language learning.

No Evidence for a Negative Effect of Realism When Learning About a Process Despite an Increase in Cognitive Load

ABSTRACTRealistic visualizations have been found to enhance the learning of object shapes, but regarding the learning of processes, the effects of realism are largely unclear. Previous findings indicate that realism can induce a higher level of extraneous cognitive load compared with schematics and that details are attention‐consuming. The present experiment was conducted to assess the effects of realism on learning about a process with combinations of texts and pictures. It was hypothesized that realism would be a hindrance in engaging with texts due to the potential for distraction exerted by details. Students either learned with a schematic or a realistic version of a life‐cycle diagram accompanied by texts. Realism increased participants' extraneous cognitive load, while there were no significant differences regarding retention performance. The results confirm previous results that realism can increase subjective extraneous cognitive load, but highlight that realism may not prevent learners from understanding textual information.

Pharmacy students’ perception and knowledge of chat-based artificial intelligence tools at a Nigerian University

BackgroundChat-based Artificial Intelligence (AI) tools, such as ChatGPT®, are becoming integral to various aspects of pharmacy education. However, their integration into the curriculum faces challenges due to students’ varying levels of knowledge and perceptions. This study aimed to evaluate pharmacy students’ knowledge and perception of chat-based AI tools at Afe Babalola University, Ado-Ekiti, Nigeria (ABUAD). It also assessed their familiarity with these tools and their usage patterns.MethodA cross-sectional online survey was conducted from March to April 2024 among undergraduate pharmacy students, selected through random sampling. Student knowledge was categorised as good or poor while perception was grouped into positive or negative. Data analysis was conducted using Statistical Product and Service Solutions version 27.ResultsA total of 252 students participated in this study with the majority being female (72.2%). Most students (88%, n = 222) were familiar with chat-based AI tools, with ChatGPT® being the most commonly used (82.8%) for assignments and studying. Students generally showed a positive perception of the tools, with 85.3% believing it enhances academic performance. Concerns were raised about potential distractions (65.7%) and the risk of academic dishonesty (65.1%). Students with prior AI education (p < 0.001), higher levels of study (p = 0.011), and prior awareness (p < 0.001) demonstrated significantly higher knowledge scores.ConclusionPharmacy students at ABUAD demonstrated good knowledge of chat-based AI tools and generally positive perceptions towards its use. The study underscores the need to integrate AI education into the pharmacy curriculum to address knowledge gaps and better prepare students for future technological advancements.

A Systematic Literature Review on Augmented Reality in Game-Based Learning for English as a Second Language

This systematic review explores the integration of Augmented Reality (AR) within game-based learning for English as a Second Language (ESL). Based on empirical studies spanning 2020 to 2024 sourced from Web of Science (WoS), Scopus, ERIC, and Google Scholar. The review assesses AR's impact on ESL education. The findings highlight AR's potential to enhance language attainment through mobile applications, fostering learner satisfaction, engagement, and motivation. Additionally, the fusion of game-based learning and AR diversifies learning experiences across subjects, promoting collaboration and communication skills. However, challenges such as technical hurdles, the learning curve for teachers and students, financial constraints, and potential distractions from learning content persist. Despite these obstacles, AR presents promising opportunities for improving ESL learning outcomes. Moreover, it contributes to understanding AR's role in ESL education and underscores the need for further research to address implementation barriers and maximise its educational potential.

DAMPAK PODCAST SEBAGAI MEDIA KOMUNIKASI BARU TERHADAP GAYA BELAJAR MAHASISWA INSTITUT TEKNOLOGI DAN BISNIS TRENGGALEK

information and introducing new ways of learning. Its presence has brought new flexibility to education, allowing students to study while doing other activities. However, the impact on student learning styles still needs to be understood more deeply, especially in academic environments such as the Trenggalek Institute of Technology and Business. Student learning styles, which are individual preferences for processing information, can be influenced by the use of technology such as podcasts. Therefore, this research aims to investigate how the use of podcasts influences the learning styles of students at Trenggalek Institute of Technology and Business. The literature review shows that podcasts, as an audiovisual medium, can cater to a variety of learning styles. However, student responses to the use of podcasts in learning contexts still need further research. This research uses a descriptive qualitative approach and literature review methods to collect and analyze data. Results show that podcasts provide flexibility in time and place, access to diverse resources, and support auditory learning styles. However, some negative aspects such as lack of visual support and potential distractions also need to be considered

Impact of Texting-Induced Distraction on Driving Behavior Based on Field Operation Tests

Driver distraction has proven to be among the top contributory factors in road crashes worldwide. The involvement of drivers in secondary activities, such as phone usage, conversation with co-passengers, reaching for objects, eating, and so forth, have been shown to be significant causes of in-vehicle driver distraction. Text messaging using mobile phones while driving can be detrimental to the primary driving task as it invokes manual, visual, and cognitive distractions. Numerous studies in the past have analyzed the effect of texting on driver distraction using driving simulators. This study followed a field operation test–based approach to simulate real road conditions and evaluate the impact of texting on driving behavior. The study was conducted at the connected autonomous vehicle testbed at the Indian Institute of Technology Hyderabad, using an instrumented test vehicle. Data on gaze parameters and vehicle kinematics were recorded using eye-tracker glasses and a high-end global positioning system (GPS) data logger. Thirty-one participants drove on the pre-defined path at the testbed under baseline and texting conditions. The findings demonstrated that the texting task significantly affected fixation count, mean speed, and lateral acceleration. The texting task led to a reduction in mean fixation counts, mean speed, and mean lateral acceleration by 44.37%, 34%, and 46.72%, respectively. The age and driving experience of the participants had a significant effect on their behavior. The results indicate the critical potential of texting-based driver distraction and suggest the enforcement of stringent rules for texting while driving to create a safer road environment.

Study of Graphic Armatures, Multimodal Cues, and Numeric Measures in Virtual Reality on Learners’ Performance and Workload

Virtual reality (VR) is increasingly utilized in education, yet its effectiveness can vary due to potential distractions and excessive workload. Prior research suggests that virtual signaling elements can enhance learning in VR environments. However, the effectiveness of different design elements for specific learning content and their impact on learner workload remain understudied. This study examines the influence of graphic armatures, multimodal cues, and numeric measures on scale learning in Scale Worlds, a VR learning environment for exploring scientific entities across multiple scales. Preliminary results indicate that numeric measures notably enhance learning outcomes by providing direct scale representations. It shows that different virtual elements can variably affect learners’ scale learning outcomes and behaviors and can lead to varying levels of workload. This study underscores the importance of aligning the design of virtual elements with educational objectives and ensuring they induce an appropriate level of workload for learning in VR learning environment.

To Ban or Not to Ban? A Rapid Review on the Impact of Smartphone Bans in Schools on Social Well-Being and Academic Performance

The effects of smartphone use by children and young people, especially at school, are being discussed around the world. To support this discourse with scientific evidence, this systematic review is guided by the PRISMA framework and examines the effects of smartphone bans in schools on academic performance and social well-being. As a rapid review, it follows a streamlined methodology in order to provide a scientifically sound basis for educational policy decisions as quickly as possible. After a comprehensive database search, five research studies with quantitative results were selected and analyzed, and the effect sizes were calculated in the areas of academic performance and social behavior. The meta-analysis yielded an overall effect size of d = 0.162 (p &lt; 0.05). Smartphone bans have a significant, but modest, effect. This is more pronounced in the domain of social well-being than in the performance domain. Smartphone bans can reduce social problems, such as bullying. The small effect on academic performance might be due to the limited number of studies and effects. We recommend that smartphone bans be introduced in schools, accompanied by educational measures, and evaluated regularly. This can improve the social climate and reduce potential distractions in the classroom. Further research is needed to better understand the long-term effects on academic performance. The aim of a smartphone ban should be to prevent the misuse of these devices, for example, as a tool for bullying classmates, and to prevent their negative impact on learning processes. Alongside the bans, responsible use of the technology and an understanding of its potential should be taught. Ideally, a level of media literacy is achieved that makes a smartphone ban superfluous.

The potential distraction of a pan-regimen approach to tuberculosis

The potential distraction of a pan-regimen approach to tuberculosis

Immersive Virtual Reality Versus Video Distraction for the Management of Emergence Delirium in Children: A Randomized Controlled Study

PurposeEmergence delirium (ED) presents challenges for both parents and health care providers in pediatric surgical settings. This study aims to evaluate the effectiveness of immersive virtual reality (VR) distraction and video distraction combined with parental presence in reducing ED in preschool-aged children undergoing elective surgery. DesignA prospective, randomized, controlled clinical trial was conducted with 90 children ages 4 to 7. Participants were randomly assigned to three groups: VR distraction (group V), tablet video distraction with parental presence (group T), and standard care (group C). The primary endpoints were the incidence of ED and Pediatric Anesthesia Emergence Delirium Scale scores, with secondary measures encompassing scores from the Parental Separation Anxiety Scale and the Faces, Legs, Activity, Cry, Consolability (FLACC) scale. MethodsParticipants were assigned to one of the three intervention groups, and relevant scales were used to assess ED, parental separation anxiety, and postoperative pain. The immersive VR distraction and video distraction with parental presence interventions were compared against standard care. FindingsImmersive VR distraction significantly reduced the incidence of ED (6.67% in group V vs 40% in group T and 60% in group C), and the incidence of ED in group V was notably lower than in the other groups (P = .023 vs group T and P = .004 vs group C). Children in group V displayed significantly lower FLACC compared with the other groups as well (P < .05). However, no significant differences between the 3 groups were observed in perioperative anxiety as assessed by the Parental Separation Anxiety Scale scores (P = .27). ConclusionsThis study underscores the potential of immersive VR distraction as an effective intervention for mitigating ED in pediatric surgical patients. The findings suggest that incorporating VR technology during the perioperative period can positively impact postoperative outcomes. Further research in diverse surgical contexts is recommended to validate these findings and explore the broader applicability of VR distraction in pediatric health care settings.

Promoting inclusion for disabled students in healthcare education: Using research-based theatre to enhance knowledge and empathy

AimThis study explores and compares the impact of in-person and online versions of a Research-based Theatre production named "Alone in the Ring," aimed at increasing knowledge and fostering positive attitudes towards persons with disabilities in healthcare professions. The study examines changes in attitudes towards disabled persons in healthcare professions, levels of engagement in the play and knowledge about the experiences and challenges of disabled individuals in healthcare professions. It also investigates possible actions to increase inclusion for disabled persons in healthcare education and practice. BackgroundDisabled students face numerous barriers in healthcare education and practice, many of which are rooted in stigma and negative attitudes. Research-based Theatre promotes experiential learning to address these attitudes and stereotypes. The performance "Alone in the Ring" is based on a comprehensive study of the experiences of disabled students and clinicians in health professions, aiming to promote inclusion for students with disabilities in these fields. DesignThis study uses a pre-test and post-test design with two comparison groups. MethodThe study employed an explanatory sequential mixed method design to explore the impact of online versus in-person Research-based Theatre teaching in healthcare education. Participants were graduate health students (N = 198); 100 watched the in-person version and 98 watched the online version. Surveys were administered before and after the performance. Participants were also invited to share their experiences in semi-structured interviews and their responses were analyzed using thematic analysis. ResultsResults indicated that students generally felt more comfortable with disabled persons in healthcare professions in the post-survey compared to the pre-survey, with online participants reporting greater comfort and higher engagement than those in-person. Knowledge of disabled persons' experiences and challenges, as well as possible actions to increase belonging and inclusion, improved significantly for both groups from pre- to post-performance, with online participants showing a greater change. Qualitative data revealed that online theatre was perceived as authentic and beneficial for accessibility, engagement and emotional impact on students, though challenges included potential distractions and technological issues. Positive correlations were found between changes in knowledge, positive attitude and engagement, suggesting that increased engagement and a shift in attitudes can promote knowledge and awareness of the inclusion of disabled persons in healthcare professions. ConclusionThese results support the use of online theatre-based academic teaching that experientially engages students, increases empathy and can promote more inclusive healthcare educational settings for disabled persons.

Reconceptualization of textbook with the metaverse: pre-service English teachers’ experiences and perceptions of designing TechBoox

The main purpose of this study is to investigate the possibility of designing English textbooks based on the concept of the metaverse and using the new term TechBoox, which is a combination of Technology and Boox (modified from book with a greater emphasis on box as a spatial concept). To achieve this goal, this study documents the creation of TechBoox by a group of 23 pre-service English as a Foreign Language teachers in their teacher training program, who have converted learning content and materials from elementary English paper and digital textbooks into a three-dimensional metaverse platform. Thereafter, the research analyzes the participants’ perceptions and experiences regarding TechBoox ideation and creation. This is done through a qualitative case study approach with refleciton papers and semi-structured interviews. The findings suggest, on the one hand, that TechBoox has the potential to overcome the limitations of the static and two-dimensional nature of traditional textbooks through constructability for enhanced immersion, as well as experiential learning via direct participation in avatar movements. On the other hand, the study identifies the technological limitations of the concept in generating immersive content, access devices, potential distractions, and the novelty effect, which highlights the important role of teachers in the metaverse. Based on the findings, this study highlights the critical role of teacher training initiatives of emerging technology integration in language eudcaiton.