When to Take a Break: Comparing Effects of Systematic Short (Pomodoro) and Self-Regulated Breaks on Subjective Experience and Actual Learning

Despite the potential of break-taking to regulate study effort, mitigate fatigue, and increase positive affect during learning, few studies have experimentally investigated its effects on students’ learning experiences and performance. This study investigates the effects of two break strategies, namely systematic short breaks (externally structured and predetermined, e.g., the “Pomodoro” technique) and self-regulated breaks (self-decision on when to take a break) on university students’ fatigue, moods, learning outcomes and overall experience. One hundred seventy-six university students completed a reading task on climate change, during which they repeatedly rated their mood, took a comprehension test, and answered open-ended questions under one of two break conditions. The results revealed no significant difference in performance between the two break strategies, although the sensitivity of the performance measure may have been limited. Self-regulated breaks led to more positive moods, including higher energy, concentration, and motivation to study, and lower distraction. The study suggests that flexibility in break-taking may be important for tailoring break strategies to students’ needs and specific learning tasks, while also indicating that the effectiveness of systematic breaks may depend on the specific timing and duration of the break schedule.