RESEARCH WORK · Venue not supplied by source · 2024

Relationship between Instructional Activities and Students Distraction

Daniel Bang, Saira Anwar, Syeda Fizza Ali, Alejandra J. Magana

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Abstract

The Interactive, Constructive, Active, and Passive (ICAP) Framework describes levels of students' engagement based on the in-class activities with more positive experiences leading to more engagement and learning.The ICAP framework hypothesizes that students involved in interactive activities are more likely to be better engaged than students who do constructive activities.Similarly, constructive activities lead to better engagement than active activities, which helps students to stay engaged better than passive activities.Although ICAP describes increased engagement levels, students' behaviors often depend on how instructors approach these activities.Existing research studies highlight the importance and need for student-centered learning activities for students' engagement; there are reported cases where instructors noticed less engaged behaviors besides being introduced to active learning instructional activities.Considering the mixed reported results in the literature, especially in technology and computer science courses, in this paper, we aim to explore the relationship between instructional activities in a technology course and student distraction.To collect the data on instructional activities and distraction, we used a validated instrument, Student Response to Instructional Practices (StRIP).Based on the ICAP framework, the items capture students' responses to classroom instruction on four types of instructional activities (interactive = 6 items; constructive = 6 items; active = 6 items; passive = 3 items).Also, the instrument allows us to capture students' perspectives of their distraction behaviors (3 items) in the classroom.We collected the data from 120 students who voluntarily participated.In this study, we only used the data from students who completed responses to all questions related to instructional activities and distraction.More specifically, this study will answer two research questions: 1) Which aspects of the four instructional activity types (interactive, constructive, active, and passive) are related to students' distraction?2) Which unique aspects of instruction

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