Putting a negative spin on it: Using a fidget spinner can impair memory for a video lecture

• Published in: Applied cognitive psychology Vol. 34; no. 1; pp. 277 - 284
• Main Authors: Soares, Julia S., Storm, Benjamin C.
• Format: Journal Article
• Language: English
• Published: Bognor Regis Wiley 01.01.2020; Wiley Subscription Services, Inc
• Subjects: Attention; Between-subjects design; College Students; fidget spinner; fidgeting; Inhibition; Interference (Learning); Learning; Lecture Method; Memory; Object Manipulation; Observational learning; Popularity; Side effects; Student Attitudes; Video Technology
• ISSN: 0888-4080; 1099-0720
• DOI: 10.1002/acp.3610

Summary Fidget spinners have experienced a rapid rise in popularity, at least partially because they are marketed as attentional aides with the potential to enhance student learning. In the current study, college‐aged students watched educational videos while either using a fidget spinner or not. Using a fidget spinner was associated with increased reports of attentional lapses, diminished judgments of learning, and impaired performance on a memory test for the material covered in the video. The adverse effect on learning was observed regardless of whether the use of fidget spinners was manipulated between‐subjects (Experiment 1) or within‐subjects (Experiment 2), and was observed even when the sample and analysis were limited to participants who came into the study with neutral or positive views on the use of fidget spinners. These results suggest that if fidget spinners are beneficial for learning, such benefits are relatively limited or at least do not extend to the conditions present in the current study.