Dr Michael Wride, Transformative Pedagogies Lead,

Centre for Transformative Learning, University of Limerick, Ireland

**LONG READ, 8 mins**

At our recent CPN webinar, we explored how fragmented attention, often exacerbated by digital distractions, is currently a significant challenge in higher education. The participants were asked to populate a Jam Board based on a number of questions (please see the bullet point summary). This blog is derived from the contents of the Jam Board.

Introduction

Fragmented attention and digital distraction impact both teaching and learning in numerous ways (Dontre, 2021). Students frequently face the lure of smartphones and social media. This not only affects their engagement but also their ability to retain information. Similarly, educators reported difficulties in maintaining concentration due to constant notifications and the temptations of the internet.

The consequences of fractured attention are not just academic; they manifest physically and mentally, leading to fatigue and stress as well as frustration (Flanigan & Babchuk, 2020). Developing strategies to combat digital distractions is essential for maintaining both staff and student well-being as well as to foster deeper engagement and concentration among students.

Addressing these challenges requires a multifaceted approach, including gently setting clear guidelines for device use, creating engaging content that competes with digital distractions, and fostering an environment that encourages mindfulness and focused work. By discussing research on attention and the impact of digital distractions, educators can set clear expectations and help students develop strategies to manage their focus.

The challenges of fragmented attention and digital distraction for teaching and learning  

Diminished sustained attention can significantly hinder a student’s ability to engage deeply with material, often leading to superficial understanding. Teachers are tasked with the difficult balance of integrating technology, such as social media, which can be a valuable educational tool, but which is also a source of distraction.

Deep learning, which is critical for complex problem-solving and critical thinking, is particularly vulnerable to disruption by digital distractions. Educators must also contend with cognitive overload, not just for themselves in managing a digitally-rich teaching environment, but also in helping students navigate the myriad of digital stimuli to which they are exposed.

The modern educational landscape does not often prioritise the development of focused thinking skills, leaving students unprepared to manage their attention effectively. To overcome these challenges, educational strategies must focus on fostering sustained attention and mitigating the impact of digital distractions, ensuring that both teachers and students can thrive in a technology-integrated learning space.  For example, in developing online curricula, “digital spines” can be incorporated to help students fully engage. A “digital spine” is the sequencing of activities and documenting of knowledge and decision-making over time that supports and guides the work.

Moreover, online teaching practices that promote a community feeling, such as having cameras on, can contribute to a more conducive learning environment. Encouraging wise use of digital media, mindful social media habits and managing email effectively, e.g. through a ‘calm inbox’, can also help minimise distractions and promote a balanced digital life. Designated times for not using screens can be incorporated into teaching and learning activities that alternate between screen-based and non-screen-based tasks to keep the learning process dynamic, prevent digital fatigue and be a welcome change. For example, in online settings provide flexibility, such as giving permission to look out of the window or turn off cameras.

Potential solutions incorporating contemplative approaches

Contemplative approaches can significantly enhance the learning experience by fostering deeper engagement and focus. Engagement and attention expectations can be discussed with students at the start of modules, e.g. as part of a learning agreement, that might also outline which contemplative approaches will be employed.

Integrating mindfulness into the curriculum helps students cultivate improved concentration and academic performance. For example, starting classes with brief periods of silence and/or short moments of embodied attention can help students focus. Furthermore, guided visualisations can be tailored to the subject matter, allowing students to create a mental image of the concepts they are learning to improve understanding and retention. Structured thinking time can also be incorporated into the classroom using the “explain, check, go” methodology. Providing multiple points for students to refocus during tasks can also be beneficial. For example, combining mindful breathing with periodically returning attention to a reading exercise can help develop focus.

Integrating active listening into lecture content ensures that it is recognized as an essential study skill. The participants in our webinar highlighted a variety of methods they have used to enhance active listening with their students, recognising its importance in effective learning. For example, contemplative reading circles in language learning can be used to promote engagement and understanding.

Practical in-class activities, including dialogue and/or discussions, are instrumental in developing active listening skills. Encouraging non-judgmental observation allows students to engage more deeply with the material and with each other. Such collaboration and discussion tasks not only build social connections but also enhance learning outcomes.

These solutions not only address the challenges of maintaining attention but also equip students with valuable skills for lifelong learning.  Moreover, these approaches not only support academic success but also contribute to overall student well-being.

Student attendance and distraction

The relationship between student attendance and distraction is multifaceted, reflecting a complex interplay of factors. The ease of accessing lecture materials online can diminish the perceived value of attending in person, leading to a decline in physical attendance. This convenience, while solving the issue of accessibility, also introduces the temptation for students to engage in other activities during lectures. The provision of lecture slides beforehand, intended to enhance engagement, can sometimes have the opposite effect, as students may become distracted by their devices during the teaching session. Furthermore, the use of technology in lectures, e.g. polls, wordclouds, padlets etc. aimed at increasing interaction, can fall short if not implemented effectively, resulting in trivial interactions that do not contribute to learning and potentially become just another distraction.

While recognising the reasons contributing to student non-attendance, e.g. commuting time or caring responsibilities, the concept of having 24/7 access to content can inadvertently encourage students to miss lectures, as they rely on the availability of recorded sessions. The preference for speed and convenience is reflected in students who may prefer to watch recorded lectures at double speed over attending in person. A lack of concentration can also deter students from attending lectures, as they might find it challenging to stay focused, thus affecting their attendance.

Finally, changing norms around personal connection and the undervaluing of in-class presence can further impact students’ decisions to attend lectures. Overall, these factors collectively contribute to the intricate dynamics of lecture attendance and student distraction.

Promoting social presence

Creating a sense of social presence is crucial for fostering a supportive and interactive learning environment (Guo, 2023). Structured routines, such as designated chat times, e.g. at the beginning of teaching sessions, can help students get to know each other, feel more comfortable and build camaraderie. Personal connections between educators and students are also vital; knowing each student and remembering personal details can make a significant difference in their educational journey.

Active learning techniques, including the use of social media for educational purposes, can also contribute to a dynamic classroom atmosphere. Effective formats like pair work and group discussions promote active participation, while real-world case studies that resonate with students’ experiences can significantly increase engagement.

In summary, an interactive learning environment that encourages more than passive listening can transform lectures into engaging sessions that students look forward to attending and focusing on. Combining these strategies can lead to a more vibrant, socially present and more focused educational experience.

Authentic embodiment of social presence is an approach that integrates the mind and body, fostering a sense of wholeness and connection. It involves creating environments where individuals feel supported and valued, not just for their intellectual contributions but also for their physical presence. This can be achieved through practices that encourage self-acceptance, community building, and awareness of the body’s role in learning and interaction, e.g. through movement practices.

Summary

By engaging in activities that promote mindfulness and physical engagement, including contemplative practices and interactive teaching methods, students can experience a more integrated sense of self. Additionally, recognizing the importance of collective identity and shared experiences can help lead to a more authentic and connected experience. Contemplative practices not only enhance personal well-being but also enrich the learning environment, making it more inclusive and responsive to the needs of all participants, as well as reducing fragmentation attention and digital distraction.

References

Dontre, A. J. (2021). The influence of technology on academic distraction: A review. Human Behavior and Emerging Technologies, 3(3), 379-390.

Flanigan, A. E., & Babchuk, W. A. (2020). Digital distraction in the classroom: exploring instructor perceptions and reactions. Teaching in Higher Education, 27(3), 352–370.

Guo, Q., Zeng, Q., & Zhang, L. (2023). What social factors influence learners’ continuous intention in online learning? A social presence perspective. Information Technology & People, 36(3), 1076-1094.

Acknowledgements

I would like to thank the participants in the Fragmented Attention webinar for their wonderful contributions and insights, both discussions and on the Jamboard. Any errors or misunderstandings presented in this blog are entirely mine.