On the need for attention-aware systems: Measuring effects of interruption on task performance, error rate, and affective state

By Brian P. Bailey, J. Konstan. Computers in Human Behavior, 2006

643 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/d2f897ed5ebc2742cc1c0a645c36f61643e21f61

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Citations in the corpus

Pardon the Interruption: An Integrative Review and Future Research Agenda for Research on Work Interruptions (2019, background): “While the above two approaches discuss affect briefly, the focus is only on negative emotion as an outcome (e.g., Bailey & Konstan, 2006).”
Interruptions to workflow: Their relationship with irritation and satisfaction with performance, and the mediating roles of time pressure and mental demands (2013, background): “This replicates findings of laboratory studies (Bailey & Konstan, 2006; Eyrolle & Cellier, 2000; Trafton et al., 2003) but has ecological validity.”
Laptop multitasking hinders classroom learning for both users and nearby peers (2013, background): “…distractions due to movement of images and laptop screen lighting (Melerdiercks, 2005) and multitasking activities (Crook & Barrowcliff, 2001) may cause involuntary shifts of attention among students in close proximity to laptop users (Barak et al., 2006; Chun & Wolfe, 2001; Finn & Inman, 2004).”
Examining the Affects of Student Multitasking with Laptops During the Lecture (2010, background): “Furthermore, it takes time and effort to refocus after switching from one task to another (Bailey and Konstan, 2006).”
Disruption and recovery of computing tasks: field study, analysis, and directions (2007, background): “This finding corroborates evidence found in research on interruption effects, as shown in [2, 33].”
Just more of the same, or different? An integrative theoretical framework for the study of cumulative interruptions at work (2015, background): “The interruption is unwelcome and causes negative emotions and the experience of stress (Bailey & Konstan, 2006; Mark et al., 2008; Zeigarnik, 1927).”
Can students really multitask? An experimental study of instant messaging while reading (2010, background): “In the work world, use of IM has been linked to slower time to complete tasks, forgetting of target activities, and more errors in carrying out those activities (Bailey & Konstan, 2006; Cutrell, Czerwinski, & Horvitz, 2001).”
How to refocus attention on working memory representations following interruptions—Evidence from frontal theta and posterior alpha oscillations (2021, background): “The well-studied negative consequences of interruptions on performance in cognitive tasks (Bailey & Konstan, 2006; Baron, 1986; Eyrolle & Cellier, 2000; Hodgetts & Jones, 2006) are in contrast to an as yet insufficient understanding of the cognitive processes required to switch between the…”
Frontal theta and posterior alpha oscillations reflect the reactivation of working memory representations following interruptions (2020, background): “Interruptions (e.g., phone calls, messages or emails) are defined as secondary tasks that have been shown to deteriorate task performance, for example indicated by poorer accuracy and slower response times (Bailey & Konstan, 2006; Baron, 1986; Eyrolle & Cellier, 2000; Hodgetts & Jones, 2006).”