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Post feeback, comments, suggestions here ...  We would love to hear from you.

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Post feeback, comments, suggestions here ...  We would love to hear from you.

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How this exploritory study was conducted

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How this exploritory study was conducted

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This interactive report supports the N-TUTORR showcase poster 17th April 2024

Scroll down through the headed columns to find more detail about the study.

Please leave comments feedback and suggestions on each post or in the last column, we really want to hear from you.

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Presentation on mindfulness and flow in learning

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Presentation on mindfulness and flow in learning

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This was presented to participants before the study intervention activity.

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Twenty-five fourth-year psychology students (N = 25, 13 Female 12 male) from IADT participated in this exploratory study.

The participants were divided into two groups: a control group comprising 9 students and an experimental group comprising 16 students.

Both conditions read an article (see under materials) and used the pomodoro timer. The experimental group also set an intention to document distractions and return to reading.

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Excessive distraction impacts 88% of students

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Excessive distraction impacts 88% of students

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The Pomodoro Technique - Study And Productivity Technique (animated)

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How To Actually Get Things Done (implementation intentions)

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How To Actually Get Things Done (implementation intentions)

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How To Actually Get Things Done (implementation intentions)

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Although all students benefit from periods of focused attention, there are many who have difficulties in attending to study material.

This has can have a significant impact on learning since sustained attention is a critical cognitive ability for engaging with education.

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52% of participants rated the material as ‘high’ to ‘very, very high’ mental effort.

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52% of participants rated the material as ‘high’ to ‘very, very high’ mental effort.

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4 was the mean number of distractions documented on note-paper during task (m=4.2, SD=3.35).

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A number of participants were not familar with pomodoro technique

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A number of participants were not familar with pomodoro technique

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28% of fourth year psychology students had never used the pomodoro technique for academic reading tasks. Only 20% used it frequently, post intervention 76% are likely to very likely to apply the pomodoro technique in the future.

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The exploratory study assesses the effectiveness of popular attention-sustaining techniques, currently in use.

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The exploratory study assesses the effectiveness of popular attention-sustaining techniques, currently in use.

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The exploratory study assesses the effectiveness of popular attention-sustaining techniques, currently in use.

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Participants were not familar with the Pomodoro Technique

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Participants were not familar with the Pomodoro Technique

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28% of fourth year psychology students had never used the pomodoro technique for academic reading tasks. Only 20% used it frequently, post intervention 76% are likely to very likely to apply the pomodoro technique in the future.

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25 Responses Captured

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Gollwitzer, P. M., & Sheeran, P. (2006, January 1). Implementation Intentions and Goal Achievement: A Meta‐analysis of Effects and Processes. ScienceDirect; Academic Press. https://www.sciencedirect.com/science/article/abs/pii/S0065260106380021

Maior, H. A., Wilson, M. L., & Sharples, S. (2018). Workload Alerts—Using Physiological Measures of Mental Workload to Provide Feedback During Tasks. ACM Transactions on Computer-Human Interaction, 25(2), 1–30. https://doi.org/10.1145/3173380

Seli, P., Schacter, D. L., Risko, E. F., & Smilek, D. (2017). Increasing participant motivation reduces rates of intentional and unintentional mind wandering. Psychological Research, 83(5), 1057–1069. https://doi.org/10.1007/s00426-017-0914-2

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Gollwitzer, P. M., & Sheeran, P. (2006, January 1). Implementation Intentions and Goal Achievement: A Meta‐analysis of Effects and Processes. ScienceDirect; Academic Press. https://www.sciencedirect.com/science/article/abs/pii/S0065260106380021Maior, H. A., Wilson, M. L., & Sharples, S. (2018). Workload Alerts—Using Physiological Measures of Mental Workload to Provide Feedback During Tasks. ACM Transactions on Computer-Human Interaction, 25(2), 1–30. https://doi.org/10.1145/3173380Seli, P., Schacter, D. L., Risko, E. F., & Smilek, D. (2017). Increasing participant motivation reduces rates of intentional and unintentional mind wandering. Psychological Research, 83(5), 1057–1069. https://doi.org/10.1007/s00426-017-0914-2