Video-blogs in secondary education: effects on distraction and comprehension

Ladislao Salmerón

ERI-Lectura, University of Valencia

In this study, we test the shallowing hypothesis, which holds that our superficial way of relating to digital devices interferes with their use in learning tasks. Specifically, we hypothesize that high school students will be more distracted and understand worse when working on cross-cutting topics through video-blogs, compared to text blogs. Furthermore, the introduction of the note-taking strategy should minimize this effect, particularly for students with low abilities (Kobayashi, 2005).

Bio

Ladislao Salmerón is a professor in the Department of Evolutionary and Educational Psychology at the University of Valencia and Coordinator of ERI-Reading. He obtained his Ph.D. in 2006 in experimental psychology at the University of Granada, Spain, and was a Fulbright Scholar at the Institute of Cognitive Science at the University of Colorado, USA His research focuses on the cognitive mechanisms of digital reading. In this field, he has studied the development of digital reading competence in adolescence, the digital reading skills of students with intellectual disabilities, and the use of eye movement videos to support the acquisition of digital reading skills.