How  instructional activities  contribute to students’ distraction?

SUMMARY

EXISTING KNOWLEDGE:

1. Student Engagement Levels: The ICAP framework categorizes learning activities into four engagement modes—interactive, constructive, active, and passive—each with varying levels of student involvement. Interactive activities promote the highest engagement.

2. Distractions in Learning: Distractions reduce cognitive engagement and hinder learning outcomes. Prior studies often associate distractions with external factors, such as technology, but overlook how instructional methods contribute to distractions.

3. Active Learning Benefits: Research emphasizes that active and student-centered learning fosters deeper understanding and engagement compared to traditional passive approaches.

NEW INSIGHTS FROM THIS STUDY:

1. Passive Activities and Distraction: Bang et al. found that passive instructional activities, such as listening to lectures or watching demonstrations, significantly correlate with higher distraction levels compared to active or interactive methods.

2. Distraction Within Active Learning: The study revealed that even in student-centered classrooms, certain aspects of active and constructive activities, such as solving ambiguous problems or asking questions, can cause disengagement for some students.

3. Personalized Distraction Drivers: Distraction sources vary by student, with individual differences such as learning preferences and group dynamics playing a role in how instructional methods impact focus.

PUTTING RESEARCH INTO PRACTICE:

1. Balance Instructional Modes: Teachers should design lessons that blend interactive and constructive activities to minimize distractions, ensuring a gradual transition from passive to more engaging tasks.

2. Tailor Activities to Student Needs: Recognizing individual learning preferences can help instructors mitigate distraction by adjusting tasks to be clearer and more engaging for all students.

3. Refine Passive Strategies: While unavoidable, passive methods like lectures should incorporate frequent pauses, multimedia, or short activities to maintain attention and reduce distraction.

Cite/Refer this article: Ross, E. M. (2024). How instructional activities contribute to students’ distraction? Excellent Educator, 1(16), 4 https://doi.org/10.6084/m9.figshare.27999209 

Reference: Bang, D., Anwar, S., & Ali, S. F. (2023). Relationship between instructional activities and students’ distraction. Proceedings of the 2023 ASEE Gulf-Southwest Annual Conference, 1–12. https://doi.org/10.18260/1-2--32738