REPERCUSSIONS OF DIGITAL TECHNOLOGIES ON ATTENTION PERFORMANCE: IN SEARCH OF SCIENTIFIC EVIDENCE

Ramos, Daniela Karine; Vieira, Rui Marques

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Artigo • Rev. Bras. Educ. 25 • 2020 • https://doi.org/10.1590/S1413-24782020250048 copy

REPERCUSSIONS OF DIGITAL TECHNOLOGIES ON ATTENTION PERFORMANCE: IN SEARCH OF SCIENTIFIC EVIDENCE

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

This work aimed to identify studies that relate the attention capacity to the use of technologies, aiming to map the described effects of interaction with technologies; describe interventions with the use of technologies for the improvement of attention; and characterize uses of technologies in educational contexts to improve students’ attention. A systematic integrative literature review was carried out in the databases Education Resources Information Center (Eric), Web of Science and Scopus. The first search performed resulted in 257 papers. After an analysis based on inclusion and exclusion criteria nine papers were analyzed. In general, the effects described indicate that interaction with technologies can affect the attention performance due to the great flow of information and stimuli, indicating consequences such as greater distraction and focus on multitasking. It should also be pointed out the possibility of making use of these resources in interventions for the improvement of attention.

KEYWORDS:
influence of technology; cognitive processes; attention; learning

Ano	Autor(es)	Título	Periódico
2008	Russell e Newton	“Short-term psychological effects of interactive video game technology exercise on mood and attention”	Educational Technology e Society
2013	Bester e Brand	“The effect of technology on learner attention and achievement in the classroom”	South African Journal of Education
2013	Firat	“Continuous partial attention as a problematic technology use: a case of educators”	Journal of Educators Online
2014	Fuente	“Learners’ attention to input during focus on form listening tasks: the role of mobile technology in the second language classroom”	Computer Assisted Language Learning
2014	Vorvoreanu	“Attention management as a fundamental aspect of 21st century technology literacy: a research agenda”	Asee Annual Conference
2015	Campos e Campos	“Tecnologias audiovisuais e a busca pela atenção dos alunos”	Comunicações
2015	Gorocica Gongora et al.	“Attention and the use of information and communication technologies: training software for elementary school students”	Edulearn15: 7th International Conference on Education and New Learning Technologies
2015	Ruiz	“Tecnologias, aprendizagem da atenção e aprender a estudar”	Educar em Revista
2016	Lewin	“The pharmakon of educational technology: the disruptive power of attention in education”	Studies in Philosophy and Education

	Enfoque			Tipo de pesquisa
	1	2	3	Bibliográfica	Empírica
Russell e Newton (2008RUSSELL, W. D.; NEWTON, M. Short-Term Psychological Effects of Interactive Video Game Technology Exercise on Mood and Attention. Journal of Educational Technology and Society, v. 11, n. 2, p. 294-308, 2008.)	X				X
Bester e Brand (2013BESTER, G.; BRAND, L. The effect of technology on learner attention and achievement in the classroom. South African Journal of Education, v. 33, n. 2, p. 1-15, 2013. http://dx.doi.org/10.15700/saje.v33n2a405 https://doi.org/http://dx.doi.org/10.157... )	X				X
Firat (2013FIRAT, M. Continuous partial attention as a problematic technology use: A case of educators. Journal of Educators Online, v. 10, n. 2, p. 1-20, 2013.)	X				X
Fuente (2014FUENTE, M. J. Learners’ attention to input during focus on form listening tasks: the role of mobile technology in the second language classroom. Computer Assisted Language Learning, v. 27, n. 3, p. 261-276, 2014. https://doi.org/10.1080/09588221.2012.733710 https://doi.org/https://doi.org/10.1080/... )			X		X
Vorvoreanu (2014VORVOREANU, M. Attention Management as a Fundamental Aspect of 21st Century Technology Literacy: A Research Agenda. In: ASEE ANNUAL CONFERENCE E EXPOSITION, 2014. Anais… Indianópolis: American Society for Engineering Education, 2014. p. 24-218.)	X			X
Campos e Campos (2015CAMPOS, L. F. A. A.; CAMPOS, N. A. S. A. Tecnologias audiovisuais e a busca pela atenção dos alunos. Comunicações, v. 22, n. 3, p. 125-136, 2015. https://doi.org/10.15600/2238-121X/comunicacoes.v22n3p125-136 https://doi.org/https://doi.org/10.15600... )			X	X
*Gorocica Gongora et al. (2015*GOROCICA GONGORA, E. S. et al. Attention and the use of information and communication technologies: training software for elementary school students. In: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES, 7., 2015. Anais… Barcelona: EDULEARN, 2015.)		X			X
Ruiz (2015RUIZ, A. R. Tecnologias, aprendizagem da atenção e aprender a estudar. Educar em Revista, n. 55, p. 293-306, 2015. https://doi.org/10.1590/0104-4060.38609 https://doi.org/https://doi.org/10.1590/... )	X			X
Lewin (2016LEWIN, D. The Pharmakon of Educational Technology: The disruptive power of attention in education. Studies in Philosophy and Education, v. 35, n. 3, p. 251-265, 2016. https://doi.org/10.1007/s11217-016-9518-3 https://doi.org/https://doi.org/10.1007/... )	X			X
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[1] Daniela Karine Ramos é doutora em educação pela Universidade Federal de Santa Catarina (UFSC). Professora da mesma instituição. E-mail: dadaniela@gmail.com