How to Focus for Learning

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

Introduction

Attention is fundamental to learning. It is a cognitive process that requires a state of mental alertness. Once in a focused state, the mind can concentrate and does not engage in unnecessary details. At this point, the individual acquire information and learn. Attention is a catalyst to learning.

Research has shown that people who have a good ability to focus are creative and critical thinkers. However, it is not always feasible to be aware of everything at the same time. This is especially true in the school setting which requires students to be attentive to various methods and speeds at which material is presented. Additionally, students need to be focused in order to understand problems and subsequently develop solutions to solve them.

In the classroom, students will expend a large amount of cognitive effort keeping their concentration for long periods of time. One aspect of staying focused is preventing distractions from taking their attention away from the learning process. This can be particularly hard in a digital world. The more attention and focus on learning, the greater the knowledge will be. Furthermore, increased concentration during the learning process leads to a decreased chance of losing or forgetting the presented material.

Environment

The efficiency of learning and focus can be affected by the environment. Conductive learning environments are ones in which the learning place is quiet and not easily disturbed by external stimuli. However, even under the best conditions, the individual may find their mind wandering. Setting up a conducive environment has been proven to be a positive influence on concentration. Increasing concentration leads to increased learning.

An effective learning environment is created with a multitude of elements. Some of those attributes are listed below:

• the condition of the school building
• the teacher-student relationships
• the student facilities
• having upright seating and not a reclined seat
• keeping a quiet atmosphere
• having the right amount of students per room and not too crowded

Technology and Learning

With emerging technology, information can be accessed anywhere and anytime. Technology and mobile devices have made obtaining information very quick and easy. This is especially true for students and the younger generation that have grown up with technology. However, many scholars believe that there is a negative impact on students capacity to learn, understand and interact with each other as a result of these technological advances. In particular, the one key factor that scholars believe to be negatively influenced by technology is attention.

Multitasking

Multi-tasking sometimes referred to as switch-tasking or task-switching is when an individual attempts to do multiple attention-requiring tasks at the same time. For students, multitasking or distracted learning facilitate negative outcomes in learning. Students who do multi-learning tasks will require more time to complete tasks for multiple reasons. When multitasking, students will need to refamiliarise themselves with the assignment after coming back to it, increasing the overall time to complete the task. Secondly, switching back and forth between tasks causes mental fatigue lending itself to a longer periods to complete the assisgnment. Thirdly, when attention is divided during the encoding process, long term retention is weakened. Lastly, during distracted learning, the brain processes information differently that is less useful to the student.

** The only time true multitasking can work is if both tasks are very simple and do not compete for the same mental resource.

Attention

There are five categories of attention:

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

Sustained Attention

As stated above, sustained attention is what we think of when we think of focus or concentration. Having sustained attention means you can stay in that state over time even during periods of repetition and monotony. Common characteristics of sustain attention include the following:

• performance tends to decline over time
• attention fluctuates from moment-to-moment
  • attention can wax and wane

** Sustained attention is determined by the dynamic interaction of emotional, motivational, cognitive and arousal factors. A deficit in of these domains can cause the individual to disengage from the task.

Development of sustained attention occurs throughout childhood. A key factor affecting children's academic achievement is their ability to sustain attention. Poor childhood sustained attention is a common problem. Additionally, certain learning disorders and neurodevelopmental disorders are characterised by impairments in sustained attenti

1. s
2. graduation rates

Improving Sustained Attention

There are two approaches that have been identified for improving sustained attention: cognitive attention training and state training.

1. Cognitive attention training:
   • also referred to as brain training
   • performing a cognitive task repetitively to exercise neural networks associated with attention
   • training is done through computer or tablet videogame-like tasks (among other tasks) with adaptive procedures
     • level of performance difficulty is automatically adapted to an individual’s level of performance
     • reward systems to encourage motivation
2. State training
   • performing a task to develop a brain state that is thought to influence attention and other netwirks
   • does not involve cognitive tasks
   • places the brain and body in optimal state for sustaining attention
   • examples: meditation and physical activity
     • meditation:
       • mindfulness mediation
         • paying attention on purpose
         • being in the moment
         • non-judgmental to thoughts
         • individual selects a point of focus (breath) and directs their attention to it
         • if mind wanders, acknowledge it and direct back to the focus point
     • physical activity:
       • exercise stimulates neurotransmitters which may improve cognitive function
       • norepinephrine regulates arousal factors
       • physical activity that is more cognitively engaging (sport, teammates) more arousing and more affect on focus versus low cognitive engagement (running)

The most common intervention approaches in school settings for enhancing focus is through the use of cognitive attention training meditation and physical activity.

Poor childhood sustained attention is a common problem. Additionally, certain learning disorders and neurodevelopmental disorders are characterised by impairments in sustained attention.