![]() ![]() Students who used only one application during lecture time were more likely to achieve higher academic performance as they were less distracted from their primary tasks of processing and retaining information. There was a significant difference between the three years regarding the use of applications and student characteristics after controlling for the different types of devices. The findings have linked student multitasking processes in a lecture theatre to Social Cognitive Theory principles (reciprocal interactions between behaviours, learning environment, and individuals). Although all the three years of undergraduate students brought laptops and/or smartphones into a lecture theatre, there was no significant difference in academic performance over the years of studies. A total of 361 undergraduate psychology students from the University of Liverpool who used at least one digital device during lecture time fully completed an online questionnaire (159 first-, 124 second- and 78 third-year psychology students) during the 2018–2019 academic year. The aim of this investigation was to explore student behaviour when students brought their own digital devices into a lecture theatre. This article gives students, lecturers and software developers insight into the affordances of mobile devices and note-taking applications (apps), in order to support cognitively demanding note-taking. They emphasised the fact that they used more than one device, and in some cases multiple applications on those devices, depending on their educational setting. All the students agreed that they would not commit themselves to using only one application or device. The affordances of mobile devices for cognitively demanding note-taking that are regarded as useful in a teaching and learning environment were also discussed in the group interviews. ![]() Information found in the literature about note-taking, combined with the students’ feedback on their experiences, provided insight into how students record and process information. In this qualitative study, eight students volunteered to experiment with various mobile devices for a period of 6 weeks, and to share their experiences in a series of five group interviews. However, while mobile technologies may be applauded for their mobility and the value they can add to students’ learning experience, they could easily become a distracting factor, rather than the improvement they were intended to be. The potential of using technology to enhance note-taking activities has recently come under the spotlight. In particular, HCI/HFE researchers need to focus on research on acceptable levels of automation, observing new driving behaviors, investigation of driver characteristics to develop personalized services, and new technology acceptance to develop and improve smart cars in the future.Note-taking is one of the more common and ever-present learning activities that form an important part of all students’ daily lives. According to the results of the literature review and technological trends analysis based on previous technical road maps, from HCI/human factors engineering (HFE) perspectives, research related to “Assistance systems,” “Physiological & mental state recognition,” “Position sensor technology,” “Behavior recognition,” and “Infotainment” was suggested to HCI/HFE researchers for further research. According to the results, most articles were mainly related to safety and adaptive features (e.g., driver’s state recognition, vehicle surrounding monitoring, driver action-suggestion), and infotainment research in terms of HCI (e.g., information technology devices–vehicle interaction, vehicle–vehicle interaction) was relatively insufficient despite its high research demand. A total of 257 articles for HCI research and 45 articles for elderly drivers were selected and reviewed from 11,267 collected articles (2010–2014). Furthermore, previous studies on elderly drivers were reviewed, as these drivers could be the most vulnerable social group in terms of new technology acceptance. This article reviewed both studies on general smart car technologies and human–computer interaction (HCI)/human–vehicle interaction studies that were published in journals and conferences so that the current status of research can be identified and future research directions can be suggested.
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