Transcription of Capturing students’ attention: An empirical study - ed
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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 <.
(Belton & Priyadharshini, 2007). A prevalent teaching strategy with prolific anecdotal evidence is the use of an external stimulus – a hook, trigger, attention getter/grabber, or anticipatory set (e.g., Feden & Vogel, 2002; Hidi & Renninger, 2006; Hunter, 1994; McCarty & Siccone, 2001;
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