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Capturing students’ attention: An empirical study - ed

Journal of the Scholarship of Teaching and Learning, Vol. 13, No. 5, December 2013, pp. 1 20. Capturing students attention: An empirical study Erik Rosegard1 & Jackson Wilson2 Abstract: College students (n=846) enrolled in a general education course were randomly assigned to either an arousal (experimental) or no-arousal (control) group. The experimental group was exposed to a topic-relevant, 90-second external stimulus (a technique used to elevate arousal and focus attention). The control group listened to the instructor take roll. Both groups then listened to the same 30-minute lecture followed by an exam. An independent-samples t-test found a significant difference in exam scores measuring information retention between arousal (M= , SD= ) and no-arousal (M= , SD= ) conditions; t (844)= , p <.

inverted U-shaped relationship between arousal and performance (i.e., learning), and is based on selective attention. The basic tenet of the hypothesis is that arousal is inversely related to one’s span of attention or cue utilization. An increase in arousal will lead to attention narrowing or a

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