THE INFLUENCE OF STUDY-WITH-ME CONTENT ON STUDENTS’ PERCEIVED ACADEMIC PRODUCTIVITY AND STUDY MOTIVATION

Аннотация

Study-With-Me (SWM) content has become a popular digital study tool among university students, mainly because it can create a feeling of studying together with someone. However, it is not clear whether this virtual companionship actually improves students’ productivity and learning performance. This small-scale study examined the relationship between exposure to Study-With-Me content and university students’ perceived academic productivity, study motivation, and short-term memory performance. Twenty students from Uzbekistan State University of World Languages participated in the study and were divided into an experimental group and a control group. The experimental group completed a short memory task while watching a Study-With-Me video, whereas the control group completed the same task without the video. The results showed that the control group reported significantly higher perceived productivity than the experimental group. No significant differences were found in study motivation or memory recall between the two groups. These findings suggest that watching Study-With-Me content does not necessarily make students feel more productive or improve their immediate memory performance. The study also highlights the difference between students’ perceived productivity and their actual performance and suggests that the effectiveness of SWM content may depend on the learning situation and individual preferences