Emerging perspectives on distraction and task interruptions: metacognition, cognitive control and facilitation - part I

Abstract

Modern technology allows for the control of learning and work environments to an unprecedented degree. Therefore, the focus of research shifts from how learning and work performance are passively affected by environmental factors to how people actively shape their own learning and work experiences. This includes task-irrelevant stimuli and task interruptions. For instance, modern headphones allow one to switch between two modes: Active noise cancelling eliminates all background sounds while acoustic transparency allows certain signals to pass through the headphones, creating a customisable audio space. Modern devices also allow us to plan certain task interruptions (for example, by email alerts) in advance. This gives users unprecedented autonomy over their learning and work environments. However, increased control does not necessarily imply that these environments are free of distraction and interruptions. In fact, quite the opposite is true: Modern-day digital learning and work environments are full of distractions and interruptions. With users’ increased control over their learning and work environments, new research questions arise that emphasise the active role of the individual in shaping their own learning and work experiences: Are people capable of distinguishing between harmful and helpful task-irrelevant stimuli and activities? Can the harmful aspects of distractions and interruptions be brought under cognitive control? Are distraction and task interruptions always harmful or are they sometimes helpful? Within this Special Issue, we primarily focus on the following emerging trends in distraction and attention.

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