21st Annual Student Research Conference
Effects of a Distraction Source and Learning Style on a Simple Motor
Task
Leesa R. Weese*, John J. Becker, Amber N. Watton, Amy R. Bridges, David E. Howell, and Ryan T. McLaury
Dr. Jeremy Houser, Faculty Mentor
This study investigated the effects of auditory and visual distractions on performance of a simple motor task, and explored a possible correlation between performance and self-reported learning style. Undergraduate students (14 M, 19 F) completed a short questionnaire regarding their perceived learning style (auditory, visual, or kinesthetic). Subsequently, they completed a simple motor task of putting together nuts and bolts of three different sizes during a one minute interval. The participants performed the task three times, once with no distraction, once with auditory distractions, and once with visual distractions. The visual distraction allowed significantly more nuts and bolts to be fastened in one minute (p=0.004). There was no significant difference between the control (no vision) and auditory conditions. Condition performances were not differently affected by learning style. In conclusion, intermittent light helps rather than distracts performance as compared to no vision and auditory distractions.
Keywords: distraction, motor task, auditory, visual, kinesthetic
Topic(s):Exercise Science
Presentation Type: Poster
Session: 7-15
Location: OP Lobby
Time: 4:15