Concurrent Testing Improves Attention Generally and Selectively during Video Lectures
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| Title: | Concurrent Testing Improves Attention Generally and Selectively during Video Lectures |
|---|---|
| Language: | English |
| Authors: | Silvia Shiwei Zhou, Aidan G. Taylor, Amy Tuer, Selena Breithaupt, Si Pan, Jeffrey D. Wammes (ORCID |
| Source: | Journal of Educational Psychology. 2026 118(3):325-344. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Attention, Undergraduate Students, Comprehension, Learning Strategies, Attention Control, Electronic Learning, Lecture Method, Questioning Techniques, Test Format, Learner Engagement |
| DOI: | 10.1037/edu0000998 |
| ISSN: | 0022-0663 1939-2176 |
| Abstract: | During lectures, students' attention often shifts away from the current content toward unrelated thoughts; a state described as mind wandering (MW). These states are frequent, and can interfere with learning, as measured by later tests. Interventions that incorporate interpolated or prelecture testing refocus learners' attention, but these effects may be transient. Here, we present a novel "concurrent" testing approach, where strategically targeted questions are presented throughout the entire lecture, and test whether it can reduce MW, relative to prelecture testing. In our study, 298 undergraduate students watched a video lecture on introductory statistics. A previous dataset (Kane et al., 2017) had monitored MW during this lecture, allowing us to develop test questions targeting specific lecture segments that previously elicited high rates of MW. We also developed a complementary set of control questions targeting other lecture segments. Participants viewed the lecture, and the targeted (or control) tests were displayed either before the lecture or concurrently throughout the lecture. MW was assessed via thought probes presented after pseudorandomly selected segments throughout the lecture. After the lecture, we measured comprehension using a final test. Our findings showed that concurrent testing reduced the incidence of MW more than prelecture testing alone, while also increasing the likelihood of thoughts that were directly on-task. This pattern was especially pronounced during segments explicitly targeted with test questions, reducing what should otherwise have been high rates of MW in these strategic moments. Concurrent testing, therefore, provides an effective strategy for enhancing attentional engagement during university lectures. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/gdejp/?view_only=20a201c4e2e34a8b85793af053bdf0ee |
| Entry Date: | 2026 |
| Accession Number: | EJ1507470 |
| Database: | ERIC |
| Abstract: | During lectures, students' attention often shifts away from the current content toward unrelated thoughts; a state described as mind wandering (MW). These states are frequent, and can interfere with learning, as measured by later tests. Interventions that incorporate interpolated or prelecture testing refocus learners' attention, but these effects may be transient. Here, we present a novel "concurrent" testing approach, where strategically targeted questions are presented throughout the entire lecture, and test whether it can reduce MW, relative to prelecture testing. In our study, 298 undergraduate students watched a video lecture on introductory statistics. A previous dataset (Kane et al., 2017) had monitored MW during this lecture, allowing us to develop test questions targeting specific lecture segments that previously elicited high rates of MW. We also developed a complementary set of control questions targeting other lecture segments. Participants viewed the lecture, and the targeted (or control) tests were displayed either before the lecture or concurrently throughout the lecture. MW was assessed via thought probes presented after pseudorandomly selected segments throughout the lecture. After the lecture, we measured comprehension using a final test. Our findings showed that concurrent testing reduced the incidence of MW more than prelecture testing alone, while also increasing the likelihood of thoughts that were directly on-task. This pattern was especially pronounced during segments explicitly targeted with test questions, reducing what should otherwise have been high rates of MW in these strategic moments. Concurrent testing, therefore, provides an effective strategy for enhancing attentional engagement during university lectures. |
|---|---|
| ISSN: | 0022-0663 1939-2176 |
| DOI: | 10.1037/edu0000998 |
