Sustaining student concentration: the effectiveness of micro-breaks in a classroom setting
This study investigates the impact of break frequency on students' attention and quiz performance during university classes, grounded in cognitive load theory and the concept of spaced learning. Involving 253 second-year undergraduates, it reveals significant effects of break conditions on perf...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-08-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1589411/full |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849239213011107840 |
|---|---|
| author | Benjamin T. Sharpe Michael Geoffrey Trotter Beverley J. Hale |
| author_facet | Benjamin T. Sharpe Michael Geoffrey Trotter Beverley J. Hale |
| author_sort | Benjamin T. Sharpe |
| collection | DOAJ |
| description | This study investigates the impact of break frequency on students' attention and quiz performance during university classes, grounded in cognitive load theory and the concept of spaced learning. Involving 253 second-year undergraduates, it reveals significant effects of break conditions on performance, with micro-break participants outperforming others and sustaining better performance over time. The study employed a mixed-methods design, comparing traditional break periods with more frequent micro-breaks. Results showed that while performance declined across seminars for both conditions, aligning with vigilance literature, the micro-break condition exhibited more consistent performance. These findings contribute to our understanding of cognitive load management and the spacing effect in educational settings. The study highlights the importance of addressing attention spans in classrooms and suggests that incorporating micro-breaks may enhance students' engagement and academic achievement. Implications for instructional design in higher education are discussed, offering evidence-based strategies for educators to optimize the learning experience. |
| format | Article |
| id | doaj-art-d07cc52af3a84ceebc7fd5041bf6208b |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-d07cc52af3a84ceebc7fd5041bf6208b2025-08-20T04:01:08ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-08-011610.3389/fpsyg.2025.15894111589411Sustaining student concentration: the effectiveness of micro-breaks in a classroom settingBenjamin T. Sharpe0Michael Geoffrey Trotter1Beverley J. Hale2Institute of Psychology, Business and Human Sciences, University of Chichester, Chichester, United KingdomDepartment of Health and Sports, School of Health and Welfare, Halmstad University, Halmstad, SwedenInstitute of Sport, Nursing and Allied Health, University of Chichester, Chichester, United KingdomThis study investigates the impact of break frequency on students' attention and quiz performance during university classes, grounded in cognitive load theory and the concept of spaced learning. Involving 253 second-year undergraduates, it reveals significant effects of break conditions on performance, with micro-break participants outperforming others and sustaining better performance over time. The study employed a mixed-methods design, comparing traditional break periods with more frequent micro-breaks. Results showed that while performance declined across seminars for both conditions, aligning with vigilance literature, the micro-break condition exhibited more consistent performance. These findings contribute to our understanding of cognitive load management and the spacing effect in educational settings. The study highlights the importance of addressing attention spans in classrooms and suggests that incorporating micro-breaks may enhance students' engagement and academic achievement. Implications for instructional design in higher education are discussed, offering evidence-based strategies for educators to optimize the learning experience.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1589411/fullvigilancesustained attentionacademic performancecognitive load theoryspaced learning sustaining student concentration |
| spellingShingle | Benjamin T. Sharpe Michael Geoffrey Trotter Beverley J. Hale Sustaining student concentration: the effectiveness of micro-breaks in a classroom setting Frontiers in Psychology vigilance sustained attention academic performance cognitive load theory spaced learning sustaining student concentration |
| title | Sustaining student concentration: the effectiveness of micro-breaks in a classroom setting |
| title_full | Sustaining student concentration: the effectiveness of micro-breaks in a classroom setting |
| title_fullStr | Sustaining student concentration: the effectiveness of micro-breaks in a classroom setting |
| title_full_unstemmed | Sustaining student concentration: the effectiveness of micro-breaks in a classroom setting |
| title_short | Sustaining student concentration: the effectiveness of micro-breaks in a classroom setting |
| title_sort | sustaining student concentration the effectiveness of micro breaks in a classroom setting |
| topic | vigilance sustained attention academic performance cognitive load theory spaced learning sustaining student concentration |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1589411/full |
| work_keys_str_mv | AT benjamintsharpe sustainingstudentconcentrationtheeffectivenessofmicrobreaksinaclassroomsetting AT michaelgeoffreytrotter sustainingstudentconcentrationtheeffectivenessofmicrobreaksinaclassroomsetting AT beverleyjhale sustainingstudentconcentrationtheeffectivenessofmicrobreaksinaclassroomsetting |