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Intro
<div class="editorbox"> '''Original Editor '''- [[User:Robin Tacchetti|Robin Tacchetti]] based on the course by [https://members.physio-pedia.com/course_tutor/michael-rowe/ Michael Rowe]<br>
'''Top Contributors''' - {{Special:Contributors/{{FULLPAGENAME}}}}</div>


f students'  concentration  levels  are  lacking,  this  is because  the learningplace  should  be  quiet,  not disturbed  by  stimuli  from  around.  That  is,  the atmosphere  in  question  is  a  conducive  learning atmosphere.  Conducive  means  really  supporting the    continuityof    the    learning    process.    The atmosphere  during  the  learning  process  can  affect the efficiency of learning time.Success    in    learning    concentration    largely depends  on  the  individual  himself.  Even  in  the most appropriate place, sometimes the individual's mind  drifts  to  other  things  outside  of  what  he  is dealing  with.  Concentration  can  be  influenced  by several  factors  including  physical  factors,  social factors,  psychological  factors.  One  of  the  factors that  are  proven  to  affect  concentration  include environmental  factors.  The  atmosphere  of  the learning  environment  is  an  incentive  for  students to  concentrate  more  in  learning.  With  a  conducive environment,    concentration    in    learning    will increase and can encourage students to understand the  teaching  materials  provided  by  educators(Tambunan et al., 2020).Gultekin  (2018)found  that  in  America  alone 64.4% of students do not have a conducive learning environment.    In    addition,    in    Africa,  48%    of students    do    not    get    an    adequate    school environment  for  learning,  this  is  due  to  various reasons,  including  the  lack  of  supporting  facilities and  infrastructure  for  the  teaching  and  learning process in the region.Y.  Anggraini  and  Patmanthara  (2017)said  that in  Indonesia  itself, more  precisely  in  the  city  of Malang,  it  was  found  that  54.1%  of  the  learning environment  greatly  influenced  learning  activities. This proves that the environment is something that exists in the natural environment that has a certain influence  on  individuals.  This  means  that  an effective  learning  condition  is  a  condition  that  is truly  conducive  and  supports  the  smoothness  and continuity of the teaching and learning process.The learning environment is one of the learning resources that affect student learning outcomes and in  the  learning  process.  the  learning  environment includes    the    condition    of    school    buildings, classrooms,  which  have  an  influence  on  learning activities,  teacher-student  relationships  must  be well  established,  student  facilities  are  adequate, adequate  facilities  and  infrastructure  can  support learning    activities.    Based    on    the    results    of interviews  with  8  STIKes  Santa  Elisabeth  Medan students,  they  said  that  their  concentration  while studying  was  influenced  by  the  surrounding environment.They  feel  they  can't  concentrate  because  of several  things  in  the  environment  such  as  friends on  the  side,  sitting  position  that  is  too  back,  noise, noisy  and  noisy  classes  because  many  are  chatting when  the  lecturer  explains,  too  many  students  in one  class and  class  facilities.  which  is  sometimes inadequate. They feel uncomfortable with such environmental conditions because it interferes with their  concentration  while  studying  so  that  what  is conveyed  by  the  lecturer  cannot  be  understood properly.  The  results  of  observations  made  by researchers  are  also  in  accordance  with  the  results of  interviews.  Many  students  were  noisy  and talking when 6 lecturers explained. They don't pay attention to what is being explained, they are more focused on other things.<ref>Simbolon P, Simbolon N. [https://sunankalijaga.org/prosiding/index.php/icrse/article/view/781/743 Learning Environment with the Learning Concentration on Students.] InProceeding International Conference on Religion, Science and Education 2022 Feb 22 (Vol. 1, pp. 109-115).</ref>


Random learning
== Introduction ==
Attention, or the ability to focus, is a catalyst for learning. It is a cognitive process that requires a state of mental alertness. Once in a focused state, our mind can concentrate, and we can acquire information and learn.<ref name=":1">Cicekci MA, Sadik F. [https://files.eric.ed.gov/fulltext/EJ1232893.pdf Teachers' and Students' Opinions about Students' Attention Problems during the Lesson.] Journal of Education and Learning. 2019;8(6):15-30.</ref><ref name=":3">Slattery EJ, O’Callaghan E, Ryan P, Fortune DG, McAvinue LP. [https://www.sciencedirect.com/science/article/pii/S0149763422001221 Popular interventions to enhance sustained attention in children and adolescents: A critical systematic review]. Neuroscience & Biobehavioral Reviews. 2022 Jun 1;137:104633.</ref><blockquote>"Being able to learn new things quickly is a defining characteristic of people who are outstanding in their fields."<ref name=":4">Rowe M. How to Focus When Learning Course. Plus, 2023.</ref></blockquote>Learning requires us to focus our attention on the tasks or details that matter. However, much of our learning takes place in environments that do not support the focused attention that is necessary to learn.<ref name=":4" /> 'Multi-tasking', social media, constant phone notifications, and other distractions create environments where "learning happens despite our actions rather than because of them".<ref name=":4" /> Moreover, with emerging technology, information can be accessed anywhere and anytime, and it has been argued that our ability to access information so quickly actually has a negative impact on "our capacity to learn, understand and interact with each other".<ref name=":6">Lodge JM, Harrison WJ. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6430174/ Focus: Attention science: The role of attention in learning in the digital age.] The Yale journal of biology and medicine. 2019 Mar;92(1):21.</ref> Thus, when thinking about learning, we must aim to create environments that reduce distraction and support our need for focused attention.<ref name=":4" />


he fact that attention can be focused on a certain point/work for a long time involves a high level of cognitive efforts (Solso, MacLin & MacLin, 2011). In this process, students should be able to prevent other stimulants that attract their attention but do not contribute to the learning process and make efforts to keep themselves in the activity. Performing the task of selectivity for a long time and concentration on the desired stimuli of attention depend on continuous stimulation (Cüceloğlu, 1994). When there is no change in the nature and severity of these arousals, since the individual got used to the stimulant, s/he starts not to react to the stimuli and the learning environment becomes meaningless (Uluğ, 1991). In other words, even if all factors are positive, learning does not occur when students cWhen knowledge is learned with greater attention, it becomes more resistant to deterioration and forgetting (Prakash, 2015). Attention is necessary to see the center of a problem, to understand the problem and to generate ideas. One of the characteristics of people who can think creatively and critically is their high ability to focus on stimuli (Piaw, 2014). g. Attention is a state of mental alertness and a focusing activity (Posner & Peterson, 1990). When the individual gathers his attention on a particular stimulus, s/he realizes the fit for purpose features more easily, and a feature which is paid attention to is placed in the consciousness. Thus, it becomes easier to choose and learn the information, the mind does not engage in unnecessary details (Prakash, 2015). Therefore, attention is emphasized as a mechanism to initiate learning (Ainley & Luntley, 2007; Chen & Huang, 2014). However, it is impossible for an individual to be aware of and pay attention to everything at the same time. This is even more difficult in school life, especially when conscious learning takes place. Because, the speed of the presentation and the way of presenting the stimulus are different. T<ref>Cicekci MA, Sadik F. [https://files.eric.ed.gov/fulltext/EJ1232893.pdf Teachers' and Students' Opinions about Students' Attention Problems during the Lesson.] Journal of Education and Learning. 2019;8(6):15-30.</ref>
This page discuses how to focus when learning. However, to achieve this focus, we must also create good learning habits, which is discussed [[Creating New Habits for Learning|here]].  
== Deep Work Vs Shallow Work ==
'''Deep work''' refers to the learning activities performed in a state of distraction-free concentration.<ref name=":4" /><ref name=":5">Newport C. Deep Work: Rules for Focused Success in a Distracted World. New York, Boston: Grand Central Publishing, 2016.</ref>


negative effects of multitasking
* It pushes an individual's cognitive capabilities to their limit
* It is cognitively demanding and feels like hard work
* Examples include synthesising information from multiple sources, solving complex problems, close reading of challenging materials, etc


Negative outcomes of distracted learning1. Learning tasks take longer to complete because of the time spent on distracting activities and because, upon returning to theassignment, the student has to refamiliarize him/herself with the material.2. Mental fatigue caused by switching back and forth between tasks. The cognitive cost is especially high when alternating between tasksthat call for different sets of demands, such as the formal, precise language required for an English essay and the casual, friendly tone ofa text message to a friend.3. If attention is divided during the encoding process, the student’s subsequent memory (long term retention) of what he/she worked onwill be impaired. Impairment can also extends to nearby peers.4. When a student is distracted during learning, his/her brain actually processes and stores information in different, less useful ways,resulting in knowledge that is much less adept at extending and extrapolating to new contexts (decreased transfer).5. Off-task media multitasking while learning is negatively associated with student performance (i.e., grades, GPa).   True multitasking can only occur if the two tasks at hand are very simple and do not compete with each other for the same mental resource. when most people refer to multitasking, they are actually talking about switch-tasking (also called task-switching), that is, attempting to do multiple attention-requiring tasks at the same time. The bad news is that switching, even rapidly, between two or more tasks is just not very efficient or effective, it actually damages productivity and relationships (Cren<ref>Schmidt SJ. [[Distracted learning: Big problem and golden opportunity]]. Journal of Food Science Education. 2020 Oct;19(4):278-91.</ref>
'''Shallow work''' often describes logistical-style tasks that can be performed while distracted.<ref name=":4" /><ref name=":5" />


* It is not cognitively demanding
* Examples include writing emails, formatting lecture notes, scheduling learning activities in your calendar, and identifying concepts that need further elaboration


Both deep and shallow work are necessary for learning. However, it is beneficial to focus on deep work when we feel mentally energised and on shallow work when we are low on mental energy.<ref name=":4" />


== Multi-tasking ==
Multi-tasking, sometimes referred to as switch-tasking or task-switching, is when an individual attempts to perform multiple attention-requiring tasks simultaneously. Multi-tasking or distracted learning can have a negative impact on learning. Students who multi-task actually require more time to complete the tasks:<ref name=":2" />


Types of attention
* They need to keep refamiliarising themselves with an assignment or task after switching tasks, which increases the overall time to complete the task
* Switching between tasks causes mental fatigue, which makes it take longer to finish the tasks
* Long-term retention of information is weakened when attention is divided during the encoding process
* During distracted learning, the brain "processes and stores information in different, less useful ways, resulting in knowledge that is much less adept at extending and extrapolating to new contexts (decreased transfer)."<ref name=":2">Schmidt SJ. Distracted learning: Big problem and golden opportunity. Journal of Food Science Education. 2020 Oct;19(4):278-91.</ref>


Many types of attention are occurring in classrooms all the time, and fluctuations between external attention (e.g., on the instructor’s voice) and internal attention (e.g., connecting new material to prior knowledge) may be more beneficial for learning than we might have assumed. Here, we describe a frame<ref name=":0">Keller AS, Davidesco I, Tanner KD. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8711818/ Attention matters: How orchestrating attention may relate to classroom learning]. CBE—Life Sciences Education. 2020;19(3):fe5.</ref>
== Types of Attention ==
The “clinical model of attention” divides attention into five groups:<ref name=":0">Lai YJ, Chang KM. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7370093/ Improvement of attention in elementary school students through fixation focus training activity]. International Journal of Environmental Research and Public Health. 2020 Jul;17(13):4780.</ref>


. As such, we have chosen to focus on two key dimensions that readily delineate attention in the classroom: 1) internal/external attention (Chun ''et al.'', 2011), and 2) on-topic/off-topic attention, each of which is described below (see Figure 1).''xternal attention'', often referred to as perceptual attention, is described by Chun ''et al.'' (2011) as the selection and modulation of sensory information. When you stare out into a crowded city street looking for a taxi, your brain is able to filter out irrelevant information and heighten your focus on large, yellow, moving objects to reach your goal. Research on external attention has shown that the brain has methods of both boosting signals representing relevant information and suppressing signals representing irrelevant information, functions that are critical for navigating our crowded, complex environments. Only a tiny portion of what our eyes ''see'' in the world is actually consciously ''perceived'' by our brains, and without this ability to filter sensory information, we may be unable to focus on what is important amid sensory overload.  In contrast to external attention, ''internal attention'' is described as the selection and modulation of internally generated information, such as the contents of memory. While external attention allows us to sample new sensory information from the environment, internal attention lets us process information even in the absence of sensory stimuli. For example, even without looking at the text on this page, you could be thinking about this new concept of internal attention, perhaps recalling memories of your own experiences in the classroom or coming up with a mnemonic device to help you remember this taxonomy.attention can be directed toward course-relevant (on-topic) information or not-course-relevant (off-topic) information. In most cases, the distinction between on-topic and off-topic attention is relatively clear. For example, examining a diagram on a handout would be considered on-topic attention, while making a mental list of groceries would be considered off-topic attention. However, there may be other scenarios in which the distinction between on- and off-topic attention is less clear, such as when a student recalls information learned in another course that might lead to the realization of important cross-disciplinary connections. Moreover, defining a particular internal thought or external stimulus as on- or off-topic may depend on one’s perspective as student or instructor. For our purposes, we will consider more overt examples of on-topic attention that are directly tied to content learning, while acknowledging that many forms of non–content related attention may still be important and in the service of student learning (e.g., an instructor talking about his or her pathway into science).<ref name=":0" />
# Focused attention:
#* the ability to directly respond to specific auditory, visual or tactile stimuli<ref name=":0" />
# Sustained attention:
#* referred to as "concentration" or "focus"<ref name=":3" />
#* "the ability to maintain consistent behavioral responses during continuous or repetitive activities"<ref name=":0" />
#* supports more complex forms of attention (divided, selective) and other cognitive domains (memory, learning)
#* e.g. reading a book<ref name=":3" /><ref name=":0" />
# Selective attention:<ref name=":0" />
#* the ability to maintain cognitive or behavioural focus when faced with competing or distracting stimuli
#* stimuli can be external or internal
#** examples of external stimuli include sounds, activity, scenery
#** examples of internal stimuli include internal thoughts, worries or contemplations
# Alternating attention:<ref name=":0" />
#* the ability to shift between tasks with different cognitive requirements
#* this form of attention is common for students as they alternate between listening to lectures and writing notes
# Divided attention:<ref name=":0" />
#* the ability to simultaneously respond to multiple tasks
#* attention alternates rapidly and continuously
#* e.g. preparing a meal and talking to family at the same time''<ref name=":0" />''


On-Topic External Attention
=== Sustained Attention ===
As stated above, sustained attention is what we think of when we think of focus or concentration. "Sustained attention refers to the ability to maintain focus and engagement to task goals over time, particularly in conditions of monotony and repetition".<ref name=":3" />


When you notice a student with eye gaze locked on your PowerPoint slides, nodding occasionally, posture maintained, you may feel a sense of relief and assume that this student is clearly “paying attention” in the colloquial sense. One might assume that this student is the most engaged and the most likely to retain the information being conveyed, as he or she portrays the ways we have been socialized to show that we are engaged. Certainly, by focusing eye gaze on slides and listening actively to an instructor’s voice, one might maximize the brain’s ability to take in new information. But is it always the case that this is most beneficial for learning? Perhaps our assumption that eye contact is a natural and comfortable way to engage attentively does not hold for all students equally.<ref name=":0" />
In sustained attention, performance tends to decline over time, and attention fluctuates from moment to moment or waxes and wanes. Sustained attention is determined by the dynamic interaction of emotional, motivational, cognitive and arousal factors. A deficit in one of these domains can cause the individual to disengage from the task.<ref name=":3" />


Cognitive science research on memory and attention suggests that diligently going through lecture slides and rereading material over and over the night before an exam may allow for short-term recall but does not foster long-term memory or understanding (Capeda ''et al.'', 2006). Instead, deeper processing of the material, tying new material to prior knowledge, and actively retrieving information from memory seem to be more effective for long-term learning. Perhaps, then, external on-topic attention in the classroom is ''necessary'' but not ''sufficient'' for effective learning. This may provide some explanation for why lecture yields inferior learning compared with even the most modest active-learning approaches (Freeman ''et al.'', 2014). If so, then it makes sense to balance out pedagogical techniques that emphasize external attention (lecture slides, videos, etc.) with other techniques, as discussed in the section ''On-Topic Internal Attention''.<ref name=":0" />
We develop the ability for sustained attention during childhood. Children need this skill to succeed at school. However, many children have difficultly maintaining sustained attention. Moreover, a number of learning disorders and neurodevelopmental conditions are characterised by impairments in sustained attention.<ref name=":3" /> Studies show that attention problems in school can:<ref name=":3" />


=== On-Topic Internal Attention ===
# predict the amount of success achieved in reading and mathematics
Thinking beyond the idea of “paying attention” and trying to understand, in particular, what students are “paying attention ''to''” may allow us to better conceptualize what is happening in students’ brains during a class session as they form complex networks of understanding. When a student’s gaze drifts away from the lecture slides, it is not ''necessarily'' the case that the students’ attention is now off-topic. On the contrary, it seems likely that moments of prompted quiet thinking time are beneficial for learning (Owens ''et al.'', 2017).<ref name=":0" />
# undermine traditional academic interventions
# predict graduation rates


Evidence supporting this idea comes readily from research demonstrating the utility of active-learning practices in the classroom (Tanner, 2013; Johnson ''et al.'', 1991, 1998; Goodwin ''et al.'', 1991), particularly those that allow students a chance to think, digest new information, identify their confusions, or connect new concepts with what is already known. For example, the “think” phase of a think–pair–share activity is likely crucial to allow students to contemplate the question at hand before discussing with their colleagues. These forms of on-topic, internally focused attention are perhaps just as important for learning as on-topic, externally focused attention. Additionally, on-topic internal attention can allow students the chance to practice metacognition, that is, reflecting on their own thinking and learning (Tanner, 2012).<ref name=":0" />
==== Improving Sustained Attention ====
While it is recognised that paying attention and focusing are important for learning, it can be difficult to put this into practice. We often struggle to focus because it feels uncomfortable to be engaged in a cognitively demanding task (i.e. cognitive discomfort). However, we should think of "learning as a training regime" for our brain.<ref name=":4" />


=== Off-Topic External Attention ===
Often, we might procrastinate or fail to start an activity to avoid this feeling of cognitive discomfort. [[Creating New Habits for Learning|Habit loops]], which consist of cues, routines and rewards, can help establish new habits for learning.<ref>Rowe M. How to Create New Habits for Learning Course. Plus, 2023.</ref><ref>Chen W, Chan TW, Wong LH, Looi CK, Liao CC, Cheng HN, Wong SL, Mason J, So HJ, Murthy S, Gu X. [https://telrp.springeropen.com/articles/10.1186/s41039-020-00127-7 IDC theory: habit and the habit loop]. Research and Practice in Technology Enhanced Learning. 2020 Dec;15(1):1-9.</ref> However, even if we start a learning task, sustaining our focus or attention is difficult.<ref name=":4" />
A clock ticks, a pencil taps, a truck starts blaring its backup signal outside. All sorts of external stimuli can grab our attention automatically, often beyond our ability to control it. Amid so many possible distractions, it is actually astonishing that our brains are able to maintain focus on goal-relevant information (e.g., listening to an instructor’s voice). Usefully, this ability to focus does not prevent us from noticing the sudden appearance of potentially threatening information. The classic example used is that of a hunter-gatherer searching for tiny berries in a bush. To survive effectively, the searcher must maintain sharp focus on the goal-relevant information (round red objects) but not ''so'' focused that they do not notice the preying tiger. For students in a classroom, the threat of tigers may not be so dire, but sudden noises or changes in environmental stimuli could be indicative of useful information that is worth a shift in attention.<ref name=":0" />


Recent work shows that ''four times every second'' our brains shift between a state of sharp focus and a state of broad awareness of our surroundings (Fiebelkorn ''et al.'', 2018; Fiebelkorn and Kastner, 2019). We obviously do not consciously switch our attention to new external stimuli that frequently, but our brains do seem to give us the option to switch attention that often, a capability that likely evolved under evolutionary pressures to stay alert while maintaining what feels to us like continuous, steady focus. In the classroom, there may be ways that we can optimize on-topic attention by continuously drawing attention back to the material when distractions arise (for more on shifting attention, see ''How Instructors May Leverage Attention'').<ref name=":0" />
Slattery et al.<ref name=":3" /> discuss two approaches that can help improve sustained attention: cognitive attention training and state training. 


=== Off-Topic Internal Attention ===
# '''Cognitive attention training''':<ref name=":3" />
Similarly to how loud noises can draw our attention externally, salient internal experiences can draw attention internally. Suppose a student has a family member in the hospital for surgery today. As much as the student tries to volitionally direct attention toward a lecture slide or worksheet, the student’s attention may be drawn back to the topic of his or her family member repeatedly over the course of the class session. Sometimes, off-topic thoughts, worries, or ruminations take priority over on-topic information, and our brains are well adapted to redirect our focus toward those high-priority thoughts. Maybe the student who appears to be “zoning out” is actually rehearsing material for another course, or stressed about an exam next period. Off-topic, internal attention can come from many sources and can be difficult to identify or act upon.<ref name=":0" />
#* also referred to as brain training
#* performing a cognitive task repetitively to exercise neural networks associated with attention
#* training typically involves practising video game-like attention tasks, using computers or tablets with adaptive procedures
#** the level of performance difficulty is automatically adapted to an individual’s level of performance
#** reward systems encourage motivation
# '''State training''':<ref name=":3" />
#* performing a task to develop a brain state that is thought to influence attention and other networks
#* does not involve cognitive tasks
#* places the brain and body in an optimal state for sustaining attention
#* examples: meditation and physical activity
#** meditation / mindfulness mediation
#*** paying attention on purpose
#*** being in the moment and non-judgmental to internal thoughts
#*** the individual selects a point of focus (e.g. breath) and directs their attention to it
#*** the individual acknowledges if their mind wanders and then directs their attention back to the focus point<ref name=":3" />
#*** for more information, see [[Mindful Learning in the Digital World]]
#** physical activity
#*** exercise stimulates neurotransmitters which may improve cognitive function
#*** norepinephrine / noradrenaline regulates arousal factors
#*** physical activity that is more cognitively engaging (e.g. team sports) is more arousing and has an increased effect on focus versus physical activity that has low cognitive engagement (e.g. running)<ref name=":3" />
The most common interventions in school settings for enhancing focus are cognitive attention training, meditation and physical activity.<ref name=":3" />


As noted before, mind-wandering makes up a substantial part of our day-to-day lives. Off-topic mind-wandering may sometimes be distracting, resulting in poorer task performance, decreased learning, lower grade point average, poorer memory for lecture material, and less motivation to learn (Risko ''et al.'', 2012; Randall ''et al.'', 2014; Wammes ''et al.'', 2016; Unsworth and McMillan, 2017). However, off-topic mind-wandering could potentially provide a useful source of material for more creative thinking and reflection, perhaps allowing students to bring new ideas and perspectives to the topic at hand. It is important to note that studies have investigated both intentional and ''unintentional'' mind-wandering (Robison ''et al.'', 2020), because these off-topic thoughts may not always be under conscious control. By understanding the ubiquity of mind-wandering in the classroom, one can think more carefully about the many possible ways to guide students’ attention in the classroom, as discussed in ''How Instructors May Leverage Attention''.<ref name=":0" />
== General Strategies to Help Improve Your Ability to Focus ==
Michael Rowe offers the following strategies to help improve your ability to focus:<ref name=":4" />


One well-documented source of impaired performance in the classroom (Shih ''et al.'', 1999) is stereotype threat, which occurs when one is at risk of confirming a negative stereotype about one’s social group (Steele and Aronson, 1995). Recent theories have posited that stereotype threat yields under performance by sapping working memory resources. Put another way, stereotype threat may redirect internal attention from on-topic (considering the material) to off-topic (considering one’s identity, abilities, and social environment), making it more challenging to perform the task at hand (Pennington ''et al.'', 2016). By understanding the ways that implicit or explicit biases can affect students’ attention, we can develop better strategies for reducing these influences.<ref name=":0" />
* Print out a personal mantra to remind yourself about the type of person you are (e.g. write down "I can do hard things")
* Develop the mindset that you can delay gratification until some point in the future (also called cognitive control)
** Doing something now that will only result in a reward in the future is an important skill for learning
* Use time-blocking to commit to certain tasks
* Become comfortable during the period of cognitive discomfort that often makes you want to distract yourself:
** This feeling usually only lasts 10 minutes
** Using the Pomodoro Technique can help
*** The Pomodoro technique is time management approach where you complete 25 minutes of focused work before taking a 5 minute break<ref>Almalki K, Alharbi O, Al-Ahmadi W, Aljohani M. Anti-procrastination online tool for graduate students based on the pomodoro technique. Interacción. 2020; 12206:133-44.</ref>
* Use writing to focus your attention
** It can be useful to add guiding questions to the top of the page you are working on, such as:
*** What is the problem I am trying to solve in this session?
*** What question am I trying to answer?
* Try mindfulness meditation
** Evidence suggests that mindfulness meditation can help you develop the ability to focus for longer periods of time<ref name=":4" /><ref>Verhaeghen P. Mindfulness as attention training: meta-analyses on the links between attention performance and mindfulness interventions, long-term meditation practice, and trait mindfulness. Mindfulness. 2021:12:564-81. </ref>
*Set a time to stop working
**Taking breaks is important for a number of reasons, but most importantly, your brain needs time to integrate what you have learned and to link this new knowledge to existing frameworks in your mental model of the world
**Downtime creates space for new insights to emerge and to recharge your ability to focus


Active learning
=== Sources of Distraction and Solutions ===
There are three main sources of distraction:<ref name=":4" />


There is ample evidence that teaching methods that include some form of active learning (e.g., think–pair–share, group discussions) can produce superior learning gains compared with lecture-only teaching methods (e.g., Freeman , 2014). But how? And why does the impact of active learning appear to vary across classrooms and instructors? Although there has been relatively little research investigating the mechanisms leading to active-learning outcomes, some potential hypotheses have been offered. One possibility is that instructors act as “cognitive coaches” during active learning, structuring opportunities for exploration, confusion, and resolution that directly lead to more student learning in class. Another possibility is that active-learning classrooms provide more opportunities for social interaction among students that could result in increased social networks among students and indirectly more out-of-class learning. Like most complex phenomena, the underlying mechanisms of the positive effects of active-learning strategies are likely multiple, involving both of these ideas and many more.<ref name=":0" />
* Environment
** Structure your working environment to make it easier to focus:
*** Disable phone and computer notifications or leave your phone in another room
*** Consider browser extensions or apps that allow you to lock down your device for a period of time
**** Mobile apps that can be useful include the Pomodoro timer, Headspace, Waking Up, 10% Happier (meditation), Forest (to avoid your phone), airplane mode (to stop notifications)<ref name=":4" />
** Work in a quiet space (e.g. a library), turn off your TV and avoiding listening to music (for deep work)
** You may like to think about if you work better early in the morning or late at night
* Task
** A task can be a form of distraction. In particular, our level of distraction can be affected by the "perceptual load" of a task. The Load Theory suggests that "irrelevant (and potentially distracting) stimuli can only be perceived if there is sufficient spare perceptual capacity left over from task processing."<ref name=":7">Forster S. [https://www.frontiersin.org/articles/10.3389/fpsyg.2013.00283/full Distraction and mind-wandering under load]. Front Psychol. 2013 May 22;4:283. </ref> Thus, task distraction reduces when we undertake more perceptually demanding tasks.<ref name=":7" />
* Mind
** For example, are you experiencing relationship issues? Are you feeling restless or angry?
** It is important to recognise these feelings, notice them and let them go


== Implementation ==


Technology and learning
* Before a study session, create a plan for what you are going to try to achieve within a set period of time
* Make sure you have snacks and a glass of water
* Set a timer and keep going until the end of the session (you can use the Pomodoro technique or try different length sessions)
* Put your phone on Do Not Disturb mode
* If you cannot stop yourself from checking emails, opening new tabs etc, try an app that limits what you can use your device for until the end of the study period<ref name=":4" />


. Technology increasingly impacts on the ways in which people acquire, update, and correct their understanding. The emergence of mobile networked devices now means that information can be accessed anywhere, anytime with a connection to the Internet. This new information reality has created substantial affordances for learning both in formal education and in informal settings. These opportunities have seemingly not come without a cost. Many scholars and commentators [''e.g.'' 1-3] argue that the ease with which we can now access information is negatively and persistently impacting our capacity to learn, understand, and interact with others. In particular, attention is implicated as a key factor in the apparent negative influence of technology on learning in the digital age.he cognitive ability to allocate our attention selectively allows us to prioritize only some elements of the environment while filtering out others henomenon, selectively attending to only a single auditory source amongst many, demonstrates the cognitive capacity to ''voluntarily'' filter information according to our internal goals. In some cases, however, our attention is captured ''involuntarily'' although attention can greatly focus our thoughts and actions on only some aspects of our environment, the ways in which we allocate our attention depend on both our internal goals as well as external factors.It has voluntary and involuntary components and can be influenced by factors such as interest, motivation, and self-regulation.<ref>Lodge JM, Harrison WJ. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6430174/ Focus: Attention science: The role of attention in learning in the digital age.] The Yale journal of biology and medicine. 2019 Mar;92(1):21.</ref>
== Resources ==
 
* [[Creating New Habits for Learning]]


== References ==
== References ==
<references />
[[Category:ReLAB-HS Course Page]]
[[Category:Course Pages]]

Latest revision as of 11:24, 13 September 2023

Original Editor - Robin Tacchetti based on the course by Michael Rowe
Top Contributors - Robin Tacchetti, Jess Bell and Kim Jackson


Introduction[edit | edit source]

Attention, or the ability to focus, is a catalyst for learning. It is a cognitive process that requires a state of mental alertness. Once in a focused state, our mind can concentrate, and we can acquire information and learn.[1][2]

"Being able to learn new things quickly is a defining characteristic of people who are outstanding in their fields."[3]

Learning requires us to focus our attention on the tasks or details that matter. However, much of our learning takes place in environments that do not support the focused attention that is necessary to learn.[3] 'Multi-tasking', social media, constant phone notifications, and other distractions create environments where "learning happens despite our actions rather than because of them".[3] Moreover, with emerging technology, information can be accessed anywhere and anytime, and it has been argued that our ability to access information so quickly actually has a negative impact on "our capacity to learn, understand and interact with each other".[4] Thus, when thinking about learning, we must aim to create environments that reduce distraction and support our need for focused attention.[3]

This page discuses how to focus when learning. However, to achieve this focus, we must also create good learning habits, which is discussed here.

Deep Work Vs Shallow Work[edit | edit source]

Deep work refers to the learning activities performed in a state of distraction-free concentration.[3][5]

  • It pushes an individual's cognitive capabilities to their limit
  • It is cognitively demanding and feels like hard work
  • Examples include synthesising information from multiple sources, solving complex problems, close reading of challenging materials, etc

Shallow work often describes logistical-style tasks that can be performed while distracted.[3][5]

  • It is not cognitively demanding
  • Examples include writing emails, formatting lecture notes, scheduling learning activities in your calendar, and identifying concepts that need further elaboration

Both deep and shallow work are necessary for learning. However, it is beneficial to focus on deep work when we feel mentally energised and on shallow work when we are low on mental energy.[3]

Multi-tasking[edit | edit source]

Multi-tasking, sometimes referred to as switch-tasking or task-switching, is when an individual attempts to perform multiple attention-requiring tasks simultaneously. Multi-tasking or distracted learning can have a negative impact on learning. Students who multi-task actually require more time to complete the tasks:[6]

  • They need to keep refamiliarising themselves with an assignment or task after switching tasks, which increases the overall time to complete the task
  • Switching between tasks causes mental fatigue, which makes it take longer to finish the tasks
  • Long-term retention of information is weakened when attention is divided during the encoding process
  • During distracted learning, the brain "processes and stores information in different, less useful ways, resulting in knowledge that is much less adept at extending and extrapolating to new contexts (decreased transfer)."[6]

Types of Attention[edit | edit source]

The “clinical model of attention” divides attention into five groups:[7]

  1. Focused attention:
    • the ability to directly respond to specific auditory, visual or tactile stimuli[7]
  2. Sustained attention:
    • referred to as "concentration" or "focus"[2]
    • "the ability to maintain consistent behavioral responses during continuous or repetitive activities"[7]
    • supports more complex forms of attention (divided, selective) and other cognitive domains (memory, learning)
    • e.g. reading a book[2][7]
  3. Selective attention:[7]
    • the ability to maintain cognitive or behavioural focus when faced with competing or distracting stimuli
    • stimuli can be external or internal
      • examples of external stimuli include sounds, activity, scenery
      • examples of internal stimuli include internal thoughts, worries or contemplations
  4. Alternating attention:[7]
    • the ability to shift between tasks with different cognitive requirements
    • this form of attention is common for students as they alternate between listening to lectures and writing notes
  5. Divided attention:[7]
    • the ability to simultaneously respond to multiple tasks
    • attention alternates rapidly and continuously
    • e.g. preparing a meal and talking to family at the same time[7]

Sustained Attention[edit | edit source]

As stated above, sustained attention is what we think of when we think of focus or concentration. "Sustained attention refers to the ability to maintain focus and engagement to task goals over time, particularly in conditions of monotony and repetition".[2]

In sustained attention, performance tends to decline over time, and attention fluctuates from moment to moment or waxes and wanes. Sustained attention is determined by the dynamic interaction of emotional, motivational, cognitive and arousal factors. A deficit in one of these domains can cause the individual to disengage from the task.[2]

We develop the ability for sustained attention during childhood. Children need this skill to succeed at school. However, many children have difficultly maintaining sustained attention. Moreover, a number of learning disorders and neurodevelopmental conditions are characterised by impairments in sustained attention.[2] Studies show that attention problems in school can:[2]

  1. predict the amount of success achieved in reading and mathematics
  2. undermine traditional academic interventions
  3. predict graduation rates

Improving Sustained Attention[edit | edit source]

While it is recognised that paying attention and focusing are important for learning, it can be difficult to put this into practice. We often struggle to focus because it feels uncomfortable to be engaged in a cognitively demanding task (i.e. cognitive discomfort). However, we should think of "learning as a training regime" for our brain.[3]

Often, we might procrastinate or fail to start an activity to avoid this feeling of cognitive discomfort. Habit loops, which consist of cues, routines and rewards, can help establish new habits for learning.[8][9] However, even if we start a learning task, sustaining our focus or attention is difficult.[3]

Slattery et al.[2] discuss two approaches that can help improve sustained attention: cognitive attention training and state training.

  1. Cognitive attention training:[2]
    • also referred to as brain training
    • performing a cognitive task repetitively to exercise neural networks associated with attention
    • training typically involves practising video game-like attention tasks, using computers or tablets with adaptive procedures
      • the level of performance difficulty is automatically adapted to an individual’s level of performance
      • reward systems encourage motivation
  2. State training:[2]
    • performing a task to develop a brain state that is thought to influence attention and other networks
    • does not involve cognitive tasks
    • places the brain and body in an optimal state for sustaining attention
    • examples: meditation and physical activity
      • meditation / mindfulness mediation
        • paying attention on purpose
        • being in the moment and non-judgmental to internal thoughts
        • the individual selects a point of focus (e.g. breath) and directs their attention to it
        • the individual acknowledges if their mind wanders and then directs their attention back to the focus point[2]
        • for more information, see Mindful Learning in the Digital World
      • physical activity
        • exercise stimulates neurotransmitters which may improve cognitive function
        • norepinephrine / noradrenaline regulates arousal factors
        • physical activity that is more cognitively engaging (e.g. team sports) is more arousing and has an increased effect on focus versus physical activity that has low cognitive engagement (e.g. running)[2]

The most common interventions in school settings for enhancing focus are cognitive attention training, meditation and physical activity.[2]

General Strategies to Help Improve Your Ability to Focus[edit | edit source]

Michael Rowe offers the following strategies to help improve your ability to focus:[3]

  • Print out a personal mantra to remind yourself about the type of person you are (e.g. write down "I can do hard things")
  • Develop the mindset that you can delay gratification until some point in the future (also called cognitive control)
    • Doing something now that will only result in a reward in the future is an important skill for learning
  • Use time-blocking to commit to certain tasks
  • Become comfortable during the period of cognitive discomfort that often makes you want to distract yourself:
    • This feeling usually only lasts 10 minutes
    • Using the Pomodoro Technique can help
      • The Pomodoro technique is time management approach where you complete 25 minutes of focused work before taking a 5 minute break[10]
  • Use writing to focus your attention
    • It can be useful to add guiding questions to the top of the page you are working on, such as:
      • What is the problem I am trying to solve in this session?
      • What question am I trying to answer?
  • Try mindfulness meditation
    • Evidence suggests that mindfulness meditation can help you develop the ability to focus for longer periods of time[3][11]
  • Set a time to stop working
    • Taking breaks is important for a number of reasons, but most importantly, your brain needs time to integrate what you have learned and to link this new knowledge to existing frameworks in your mental model of the world
    • Downtime creates space for new insights to emerge and to recharge your ability to focus

Sources of Distraction and Solutions[edit | edit source]

There are three main sources of distraction:[3]

  • Environment
    • Structure your working environment to make it easier to focus:
      • Disable phone and computer notifications or leave your phone in another room
      • Consider browser extensions or apps that allow you to lock down your device for a period of time
        • Mobile apps that can be useful include the Pomodoro timer, Headspace, Waking Up, 10% Happier (meditation), Forest (to avoid your phone), airplane mode (to stop notifications)[3]
    • Work in a quiet space (e.g. a library), turn off your TV and avoiding listening to music (for deep work)
    • You may like to think about if you work better early in the morning or late at night
  • Task
    • A task can be a form of distraction. In particular, our level of distraction can be affected by the "perceptual load" of a task. The Load Theory suggests that "irrelevant (and potentially distracting) stimuli can only be perceived if there is sufficient spare perceptual capacity left over from task processing."[12] Thus, task distraction reduces when we undertake more perceptually demanding tasks.[12]
  • Mind
    • For example, are you experiencing relationship issues? Are you feeling restless or angry?
    • It is important to recognise these feelings, notice them and let them go

Implementation[edit | edit source]

  • Before a study session, create a plan for what you are going to try to achieve within a set period of time
  • Make sure you have snacks and a glass of water
  • Set a timer and keep going until the end of the session (you can use the Pomodoro technique or try different length sessions)
  • Put your phone on Do Not Disturb mode
  • If you cannot stop yourself from checking emails, opening new tabs etc, try an app that limits what you can use your device for until the end of the study period[3]

Resources[edit | edit source]

References[edit | edit source]

  1. ↑ Cicekci MA, Sadik F. Teachers' and Students' Opinions about Students' Attention Problems during the Lesson. Journal of Education and Learning. 2019;8(6):15-30.
  2. ↑ 2.00 2.01 2.02 2.03 2.04 2.05 2.06 2.07 2.08 2.09 2.10 2.11 2.12 Slattery EJ, O’Callaghan E, Ryan P, Fortune DG, McAvinue LP. Popular interventions to enhance sustained attention in children and adolescents: A critical systematic review. Neuroscience & Biobehavioral Reviews. 2022 Jun 1;137:104633.
  3. ↑ 3.00 3.01 3.02 3.03 3.04 3.05 3.06 3.07 3.08 3.09 3.10 3.11 3.12 3.13 Rowe M. How to Focus When Learning Course. Plus, 2023.
  4. ↑ Lodge JM, Harrison WJ. Focus: Attention science: The role of attention in learning in the digital age. The Yale journal of biology and medicine. 2019 Mar;92(1):21.
  5. ↑ 5.0 5.1 Newport C. Deep Work: Rules for Focused Success in a Distracted World. New York, Boston: Grand Central Publishing, 2016.
  6. ↑ 6.0 6.1 Schmidt SJ. Distracted learning: Big problem and golden opportunity. Journal of Food Science Education. 2020 Oct;19(4):278-91.
  7. ↑ 7.0 7.1 7.2 7.3 7.4 7.5 7.6 7.7 Lai YJ, Chang KM. Improvement of attention in elementary school students through fixation focus training activity. International Journal of Environmental Research and Public Health. 2020 Jul;17(13):4780.
  8. ↑ Rowe M. How to Create New Habits for Learning Course. Plus, 2023.
  9. ↑ Chen W, Chan TW, Wong LH, Looi CK, Liao CC, Cheng HN, Wong SL, Mason J, So HJ, Murthy S, Gu X. IDC theory: habit and the habit loop. Research and Practice in Technology Enhanced Learning. 2020 Dec;15(1):1-9.
  10. ↑ Almalki K, Alharbi O, Al-Ahmadi W, Aljohani M. Anti-procrastination online tool for graduate students based on the pomodoro technique. Interacción. 2020; 12206:133-44.
  11. ↑ Verhaeghen P. Mindfulness as attention training: meta-analyses on the links between attention performance and mindfulness interventions, long-term meditation practice, and trait mindfulness. Mindfulness. 2021:12:564-81.
  12. ↑ 12.0 12.1 Forster S. Distraction and mind-wandering under load. Front Psychol. 2013 May 22;4:283.
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