ANTHMETHGRP3-2425-ALEXIS-ZHANG

[Last modified: December, 11 2024 05:46 PM]

In week one of this class, I decided that my research would focus on the impact of digital devices on students’ attentiveness during lectures. Inspiration for this topic comes from my curiosity about the intense digital usage in my student life. Looking at students multitasking on their laptops during class often makes me wonder: what’s the role of the digital device in the classroom? Through a term’s research and discussion with my classmates, I realized how complex this research question is. During my interview, people referred to this question from various perspectives: the language barrier for international students, the life stress that leaves them no choice but to multitask in class, and the need to leave good impressions for professors but not actually interested in the class. Through the digital device, I connect to the personal stories of each individual.
Initially, my research was framed around a binary assumption: digital devices either positively or negatively impact attentiveness. However, after conducting interviews, surveys, and participant observations, I realized that the effects of digital device usage are far more nuanced. They depend on factors such as individual learning styles, the specific functionalities of the devices, and the personal background. For example, some students mentioned improved focus when using tablets for note-taking, while others described the same devices as a source of distraction. This discovery encouraged me to focus more on contextual factors that influence digital device usage.
The focus of the method in my research has also been shifted. Initially, I planned to rely heavily on surveys and interviews to gather data. While these methods provided valuable information, participant observation also became a crucial tool for me to understand classroom relationships. By observing how students interact with their devices during lectures, I identified patterns that were not apparent from self-reported data. For instance, I noticed that digital devices often encourage group discussion, in which the presence of a laptop helps students to look up information quickly and align everybody on the same page. This observation led me to incorporate more contextual-based observations into my research.
Due to these changes of focus, my revised research question now explores: “Under what conditions do digital devices affect students in classroom settings?” Moving forward, I aim to further refine my methods to capture the interplay of technology and the environment for a more holistic understanding of this relationship.

[Last modified: December, 6 2024 11:44 PM]

The case study I looked into focuses on the women survivors of domestic abuse in Pakistan. In this case, the student intern is trying to help a victim of domestic abuse to publish her story with the local press. The student plans to use this story as a basis for their dissertation research without initially obtaining informed consent or ensuring the participant’s full awareness of how the data would be used.
From the ethics committee’s perspective, my primary suggestion is that the student prioritize gaining formal informed consent as soon as possible. Even though the participant expressed eagerness to share her story publicly, it is the student’s responsibility to provide comprehensive information about the research.
Additionally, another ethical concern arises from the participant’s request to publish her real name alongside her story. The survivor of domestic abuse may face more risks such as revenge and social stigma. The student should inform the participants about the potential harm from revealing her identity. Encourage the participant to share anonymously so that she can protect herself while amplifying her voice. The student should also avoid including identifiable information in their dissertation unless participants are fully aware of the risks and explicitly consent to it.
Lastly, I would also suggest the student consult with the NGO she’s interning at before conducting further research. Make sure that her research aim and process align with the NGO’s guidelines and ethics. The student must also take care to avoid disrupting the refuge’s daily operations or compromising the safety and well-being of other survivors.

[Last modified: December, 6 2024 08:02 PM]

For this practical, I chose to sit on a bench in front of the KOKO Theatre one sunny afternoon for 15 minutes. The bench is part of a small square at the junction of three roads in Camden, accompanied by another bench and a statue. This little square seems to have its own personality, with dozens of pigeons resting peacefully and happily on the ground, blocking the path of the hurried-looking pedestrians.
The first thing I noticed after sitting down was the glaring sunlight that hurt my eyes. It took my eyes several minutes to adapt to the light and start observing my surroundings. Then my eyes naturally rested on the KOKO theater just 10 meters ahead. It’s a building I pass by daily, but I have never stopped to appreciate it. Its classical design, with a facade that appears marble-like, and its impressive size make it stand out. Together with the pigeons and the statue, it creates a sense of stillness and beauty, distinctive to the fast pace of the traffic around it.

The square was far from silent. The soundscape was dominated by the roar of traffic, cars, and motorcycles accelerating as the traffic lights changed. At one point, an ambulance passed by, its siren piercing, hurting my ear drum. The traffic lights emitted regular, high-pitch beeps, notifying pedestrians when to cross. Weaved among them were the softer sounds of pigeons flapping their wings as they landed. The combination of high and low-pitch sounds painted a vivid auditory portrait of life in the city.

Reflecting on this brief but rich encounter, I was reminded of the value of slowing down and engaging with the everyday through a multimodal anthropological lens. Often, what seems mundane can showcase surprising complexity of human and non-human life.

[Last modified: November, 24 2024 10:17 PM]

One of the most important social events I attend weekly is playing tennis at Finsbury Park’s outdoor tennis court. As the winter approaches, doing any sports outdoors will make my body stiffer. The path leading into the park is now coated in damp, fallen leaves, creating a thick, comforting carpet beneath my feet. However, this softness is deceptive, as my shoes quickly become soaked with rainwater and mud.

The day was windy, and a light rain had ended just an hour earlier —- not ideal weather for doing outdoor sports. The wind howled from my back as I reluctantly pulled my right hand out of the pocket and entered the door code on the steel pin pad. As the final digit clicked, the door opened automatically and I saw my playmate waiting for me in our reserved court.

The wind intensified as I stepped onto the court, whipping my hair across my face until I tied it back tightly I dropped my backpack onto the wet ground and took out my racket. The soft rubber grip, usually reassuring in my palm, felt like a frozen stick in the bitter cold. By the time I reached midcourt, my fingers were so numb that I couldn’t feel them at all.

Playing tennis in this weather became a surreal experience. I could sense the motion of my arm as I moved closer to the ball, and when the racket finally struck the ball, I felt the impact of hitting my arm rather than my hand. At that moment, it was like the racket became an extension of my arm, fused to my wrist. I can no longer have a clear sense of the racket angle. At this point, the controlling of the racket is done completely mentally as I imagine the correct way to hit a ball with my forehand while not letting it go out-of-bounds.

Surprisingly, the balls I hit under this condition followed the path I imagined. With each swing, I pictured the angle, force, and spin I needed, and the ball traveled within bounds, almost as if my mind directed it. The cold had dulled my physical connection to the racket, but my body adapted, turning the unfamiliar into a unique rhythm that carried me through the game.

[Last modified: November, 24 2024 06:53 PM]

My project is about studying the effectiveness of digital devices for note-taking in college lectures. My political position in this research stems from my habits and the privilege of understanding English. I found this reflection on my political position helps me realize biases and the insufficient data in my research.

Personally, I have favored the traditional pen-and-paper note-taking devices. This habit derives from my educational background where I was immersed in the idea that all digital devices will negatively impact one’s study by distracting them. Therefore, when it comes to studying, I’ve made the automatic connection between digital devices and distractions. During my research process, which is sitting at the back of the classroom and sneakily observing what students are doing on their screens, I had the tendency to focus on those doing “distractive” tasks such as online shopping, chatting, and sending emails. And when someone looks up a term that was brought up by the professor, I tend to ignore or underestimate the positive efficacy of digital devices.

Additionally, my privilege of being able to study in an English environment in my previous education made me ignorant of the crucial role of digital translators for non-English native speakers. During my discussion with a classmate, she brought up a new idea to me that not everyone can understand English as well as I do. A laptop might be crucial for some students to understand the lecture. It’s also difficult for them to take notes directly during the class due to the difficulty of understanding class content.

Reflecting on my political position, I realize that my research should address the diverse realities of students from different backgrounds.  Even though I personally prefer the pen-and-paper way of note-taking, this view overlooks how digital devices assist learning for those who face linguistic challenges.

[Last modified: November, 1 2024 09:18 AM]

Since my research focuses on the contrasts between digital and paper-based notetaking, I chose a site where digital devices are notably absent —- the children’s playground at Finsbury Park. While waiting for a tennis playmate on a nearby bench, I began observing the interactions within the playground. The playground is surrounded by 1-meter tall fences which define a space with clear boundaries. Within this space, children and parents seemed to naturally occupy different areas. The children took over the central space, moving freely among the equipment on site, while parents sit on the benches close to the fence, forming a kind of protective circle around the play area.

The atmosphere inside the playground was full of energy. Children’s shouts and laughter filled up the playground as they interacted with swings, slides, and their playmates. It was clear that they were fully immersed in their play, focused only on having fun and expressing their excitement. On the contrary, the parents were much less active and appeared alert. Although they sat calmly on the benches, their attention was constantly focused on the children. There was a look of alert or even worry on their faces as they watched each movement their children made.

One detail that stood out to me was the absence of phones or other digital devices among the parents. In the 15 minutes of my observation, not one of the 15 parents in the playground took out their phone—not even for a quick scan of messages. In other public spaces, people often use their phones as a way to fill gaps in time. But here, parents seemed entirely focused on their children. The playground, with its clear physical boundaries, created a sense of non-digital zone that digital distractions are not allowed in here. It fostered a space of parental relationship where parents are the “hidden” guardians of the children.

This observation challenged my usual expectations about digital device usage in public spaces. While phones are now infiltrated into all aspects of life and are suitable for almost every circumstance, the playground appears to be a space where phones are absent. This is an example of how space can shape people’s behavior and make great changes from one’s usual habits.

[Last modified: October, 26 2024 04:00 AM]

1. what is your research topic?
   • My research topic is studying how multitasking on digital devices facilitates students’ note-taking process in lectures. Specifically looking at how multitasking might help them stay focused on lecture content.
2. why is this of particular interest to you?
   • I find this topic interesting because it challenges my assumptions. I used to believe that multitasking on devices during class would only lead to distractions. However, many students I’ve talked to actually find this “distraction” actually helps them stay focused. It’s interesting to see how the multi-functionality of digital devices is becoming a supportive and even comforting tool for studying.
3. what preconceived ideas are you bringing to this research?
   • Since I prefer to use pen and paper for taking notes, I have this assumption that using digital devices in lectures would be distractive. Although my findings so far are contradictory.
4. might your lived experience inform the way you interact with participants?
   • My experience of living in the America, Asia, and Europe has given me skills to connect with participants from various cultural backgrounds. I also understand that, due to the difference in language, studying habits, and cultural stereotypes, students use digital devices during classes with very diverse purposes. This awareness helps me to collect broader data when interviewing the participants.
5. how might this inform the interpretation of data?
   • From the discussion with one of my classmates during the seminar, I realized some non-native English speakers rely on devices to record or translate the lecture content for better understanding. However, since I don’t face language barriers, I initially overlooked the use of digital devices in the note-taking process, which is crucial to interpreting the motivations behind this digital transformation.

[Last modified: October, 14 2024 08:57 PM]

Sitting at the back of the lecture hall during a class, I see rows of bright screens light up the space between me and the professor. If I look up for a bit more, I could discover another magnificent screen hanging at the end of the room, which is the projector. I find myself surrounded by bright screens. Within this lecture hall that has around 100 people, before the lecture begins, almost everyone sets up a screen in front of them as a preparation for taking note of the knowledge. It’s been about two years since I last sat in a lecture hall, and back then, maybe half of the students would have had laptops, while the others opted for the familiar pen and paper. This transformation makes me wonder —- what drives this shift toward digital tools for note-taking? Is it really improving the learning experience, or is it just a sign of the times?

As the lecture is halfway through, my eyes wander across the screens before me. The student directly sitting in front of me was originally taking notes, and with their fingers swiped on the trackpad, the laptop shifted to an online shopping website for buying contact lenses. After picking the right degree and submitting the order, they switched back to the Word document and continued taking notes from the lecture, this shopping process finishes within 5 minutes, but it leaves a bizarre impression on me as someone could be so focused and yet distracted that they can move between the shopping and note-taking activities seamlessly. Another person sitting a few rows ahead of me has iMessage and a Word document opening in front of them at the same time. The back-and-forth messages go on along with the lecture.

By the end of the class, both of them have taken extensive notes on their laptop. One has bought contact lenses, and the other has kept a relationship alive, all are perfectly finished while participating in the lecture.

[Last modified: October, 7 2024 06:28 PM]

Topic:

Students today are more reliant on digital devices in all aspects of their studies. Laptops, iPads, and phones are becoming increasingly commonly seen during lectures. These multi-functional digital devices are used during classes not only for note-taking, but also for other leisure activities like online shopping, social media, gaming, etc. This phenomenon makes me wonder: does the use of digital devices in class positively impact students’ attentiveness in class?

 

Research Question:                                                                                         

For students:

• What kind of digital devices do you usually use during class?
• What percentage of class time do you spend engaged with course material versus distracted by non-academic activities?
• How do you perceive the impact of different digital device usages (note-taking, social media, online shopping, etc) in enhancing your learning capacities?
• How do different methods of note-taking (laptop vs pen and paper) influence your level of understanding of the lecture?
• How do you perceive the lecture policy that prohibits the use of digital devices?
• If you prefer to use digital devices during class, do you think the use of digital devices during group activities affects the communication among students?

For professors:

• Would you prohibit the use of digital devices during lectures? Why?
• Do you consider the use of laptops during lectures a distraction for students
• Could you observe any differences in students’ attentiveness between those using laptops for note-taking and those using pen and paper?

Methodology:

Target group: UCL university students and professors

Interview: Interview students on campus. Ask similar questions to those in the survey. Talking with interviewees can help me gaining more insights behind their behaviours.

Surveys: I will send out online surveys to current students and professors at UCL. The surveys can ask simple “yes or no” questions to gain an overview of the digital device usage and their attitudes towards them.

Participant observation: Observe the digital device usages during class, cross-checking my observations with the interviewees. Also a great way to find new angles to talk with the interviewees.

[Last modified: October, 1 2024 06:14 PM]

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