Evidence map›Paper›PMID 40478006›Full record

ArticleComputers and education open2023

Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering.

Joseph T Wong, Almaz Mesghina, Edward Chen, Natalie Au Yeung, Bella S Lerner, Lindsey Engle Richland

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Computers and education open, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Lapses of attention.Psychonomic bulletin & review · 2026
    Review
  2. Bridging the gap in nutrition assessment: Barriers and knowledge impact of an educational session on body composition and energy metabolism.Nutrition in clinical practice : official publication of the American Society for Parenteral and Enteral Nutrition · 2026
    Article
  3. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Joseph T WongUniversity of California Irvine, School of Education, 3200 Education Bldg, Irvine, CA 92697, USA.
Almaz MesghinaNorthwestern University, Department of Psychology, 2029 Sheridan Rd. Evanston, IL. 60208, USA.
Edward ChenUniversity of California Irvine, School of Education, 3200 Education Bldg, Irvine, CA 92697, USA.
Natalie Au YeungUniversity of California Irvine, School of Education, 3200 Education Bldg, Irvine, CA 92697, USA.
Bella S LernerUniversity of California Irvine, School of Education, 3200 Education Bldg, Irvine, CA 92697, USA.
Lindsey Engle RichlandUniversity of California Irvine, School of Education, 3200 Education Bldg, Irvine, CA 92697, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The COVID-19 pandemic necessitated a systematic change in course modalities due to the nationwide suspension of in-person instruction, resulting in the transition to emergency remote distance learning via Zoom. This transition certainly facilitated affordances of flexibility and continuity, but with it brought issues of unfamiliarity, lack of confidence, anxiety, distractions, and validity from both the instructors and the student perspectives. This in situ study aimed to better understand the students' learning experiences with Zoom by assessing the social, cognitive, and behavioral factors influencing learner's mind-wandering and its effect on online engagement. Undergraduate students from 14 classes across two research institutions in California (

Indexed as

Distance learningEngagementLearning experience designMind-wanderingZoom

Identifiers

PMID40478006
PMCPMC9795320

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.