Interrupted Cognition in an Undergraduate Programming Course

摘要

Computer and Information Science courses are frequently taught in networked computer laboratoriesrnwhere students have access to advanced development environments, connectivity, communications, andrnmulti-media capabilities. Advanced connectivity and communications can have positive or negativerneffects on learning. One cause for concern can be interruptions from emails, cell phones, and instantrnmessages. This paper presents a theoretical foundation for Technology Interrupted Cognitive processesrnwith examples of how learners' cognitive schemas maybe positively or negatively affected by therninterruptions specifically from instant messages. The paper also presents findings from a research studyrnto document the frequency and prevalence of instant messaging use by students. Results document thernapproaches that the students participating in the study use and how their cognitive structures arernaffected by instant messaging interruptions. Finally the paper also recommends guidelines for reducingrnthe negative effects of interruptions on cognitive processes.