Description of the Problem: Digital tools such as hybrid learning models, messaging apps, and social media are increasingly embedded in education, but often introduce distractions that can impair learning. Statement of the Innovation: While platforms such as TikTok use continuous visual stimulation to sustain user attention, it remains unclear whether such techniques can be repurposed to support meaningful student engagement in academia. The Innovation: This research integrated non-auditory, low-arousal visual distractions common on social media platforms, into an online pharmacy lecture with the goal of examining the impact on student attention on the lecture material and reducing external multitasking. A 50-minute recorded lecture in a first-year pharmacy course incorporated short, “oddly satisfying” video clips displayed alongside lecture slides. Twenty-eight students completed a post-lecture survey assessing their social media use and perceptions of this novel lecture format. Critical Analysis: Findings revealed three major themes. First, most participants (~75%) reported that the visual distractions disrupted their focus rather than enhancing it, with several noting they actively avoided looking at the visual distractions. Second, while Gen Z students are often thought to be more accustomed to multi-stimulus environments, survey responses suggested that pharmacy students did not find these distractions beneficial even if familiar with similar content on social media. Third, the format primarily captured attention at a superficial level, initially drawing eyes to the screen but not for a meaningful duration. These results suggest that techniques designed to maximize engagement in purely entertainment settings do not directly translate to effective academic learning. Next Steps: Future research should explore how attention-sustaining features of social media can be adapted for academic settings without compromising comprehension or long-term retention.
Davey et al. (2026) studied this question.