Efficiency analysis of task performing in a multitasking environment
Kvaszingerné Prantner Csilla
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Eszterházy Károly Főiskola
Assuming that the sum of computer applications and the opportunities offered by the internet are regarded as a huge, complex e-learning environment, it can be seen that the possibility of shifting to several other tasks easily how great an influence can be on the completion of a main task, which, in one hand, can easily divert the attention of the person/student from the main task, on the other hand it can be a recreation and relaxation for them.
To study the issue in question a micro-multitasking environment was created, which the actual computer and the internet offered option system has been modelled with, and in which we examine how the embedded multitasking environment can affect the performance shown during the completion of the main task, furthermore whether the choice of alternative possibilities, and the participants engrossing in them, are interfering or helping the completion of the main task. The participants of the test were asked to complete the task as thoroughly and fast as it is possible, regarding the unique nature of the monotonous type of the task. Their attentions were drawn to the fact, that they can increase their performance if they take breaks in the completion of the monotonous task periodically with recreational activities, thus they were encouraged to take breaks in their tasks periodically, more than once. The participants were allowed to freely manage their time and choose from the activities provided by the system (e.g. picture viewing, reading, games, listening to music) complying with certain rules.
In my lecture I would like to present the analysis itself, the electronic environment of it, along with the outcomes of the analysis, the experiences and the recreational methods, ‘recreational strategies’, which tendencies are likely being true concerning the learning habits of the students in an actual environment.
The described pilot research project involved in: Péter Soltész (Eszterházy Károly College, Department of Psychology, petsol@gmail.com), Zsuzsanna Lőrincz (BME, GTK) and Fruzsina Kollányi (BME, GTK).