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Evidence suggests that college students’ concentration levels are limited and hard to maintain. Even though relevant in higher education, scant empirical research exists on interventions to ‘re-set’ their concentration during a college lecture. Using a within-subjects design, four active learning interventions are administered across two senior-level undergraduate classes at a university in the mid-south USA. The influence of these interventions on students’ ratings of their concentration level on course material is examined. Implications for practice and future research are offered.
Burke et al. (Fri,) studied this question.