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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 0000-0002-8923-5441)
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
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  Data: Concurrent Testing Improves Attention Generally and Selectively during Video Lectures
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  Data: <searchLink fieldCode="AR" term="%22Silvia+Shiwei+Zhou%22">Silvia Shiwei Zhou</searchLink><br /><searchLink fieldCode="AR" term="%22Aidan+G%2E+Taylor%22">Aidan G. Taylor</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+Tuer%22">Amy Tuer</searchLink><br /><searchLink fieldCode="AR" term="%22Selena+Breithaupt%22">Selena Breithaupt</searchLink><br /><searchLink fieldCode="AR" term="%22Si+Pan%22">Si Pan</searchLink><br /><searchLink fieldCode="AR" term="%22Jeffrey+D%2E+Wammes%22">Jeffrey D. Wammes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8923-5441">0000-0002-8923-5441</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. 2026 118(3):325-344.
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  Data: 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
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  Data: 20
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Control%22">Attention Control</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Questioning+Techniques%22">Questioning Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink>
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  Data: 10.1037/edu0000998
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  Data: 0022-0663<br />1939-2176
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Data: https://osf.io/gdejp/?view_only=20a201c4e2e34a8b85793af053bdf0ee
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1507470
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507470
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      – SubjectFull: Attention
        Type: general
      – SubjectFull: Undergraduate Students
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      – SubjectFull: Comprehension
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Attention Control
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      – SubjectFull: Learner Engagement
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