Does access to Lectopia influence mind wandering during a simulated university lecture?

The ubiquitous influence of mind wandering is not unfamiliar to university students and has recently become a focal topic for research. The primary aim of this study was to investigate the consequences of lectopia access on mind wandering tendencies within a lecture-like environment. This study also investigated potential changes in note taking styles, revision approaches and academic performance outcomes as a function of opportunity to access lectopia. Undergraduate students enrolled in first year psychology courses at the University of Queensland attended a two-part investigation that involved students attending a short, lecture-style presentation where they were randomly assigned to an access to lectopia condition or no access condition. Mind wandering frequency was sampled during the lecture presentation using the probe method. Participants returned one week later to complete a short memory recall quiz on the presentation content. Demographic information, mind wandering frequency, note taking tendencies and revision styles were analysed. Explorative data on student beliefs regarding the benefits of Lectopia was also collected. It was hypothesised that students who had access to Lectopia would be more likely to mind wander and take fewer notes than would be the case with those who did not have access to the technology. Neither of these hypotheses were supported by the data. Results revealed significant negative correlations between mind wandering frequency and detail of notes taken, presentation interest and perceived lecturer engagement. Results are discussed in terms of the limitations of the design and potential implications for future research and educational practice