Boosting Focus
Adolescents are growing up in a digitally-immersive environment, relying on a range of digital technologies for both learning and leisure. The proliferation of digital technologies in students’ lives has resulted in many engaging in media multitasking in an attempt to accommodate the constant onslaught of information being thrust at them.
There is a need for a multifaceted approach that addresses both the metacognitive skills that support students’ general ability to focus and specific skills that target digital distractions:
Offline strategies
// Metacognition strategies
Students require explicit instruction on how the brain works most efficiently and when it can remain focused on a single task, for a period of time. Simple experiments can elucidate the costs of frequent task switching.
// Study hours by chronotype
Students can optimise their focus by establishing study routines that are congruent with their chronotype (their biological clock that governs the body’s rhythms for sleep and focused tasks)[1]. It is during these focus hours, that students need to minimise as many external, digital distractions as possible (see below for suggestions).
// Physical activity
Physical exertion has been shown to boost cognitive control abilities[2].
// Sleep
Encourage students to meet the suggested sleep requirements each night, in terms of both duration and quality of sleep. Fitness trackers and general monitoring can foster healthy sleep behaviours. See here for more on sleep.
// Greentime
Time in nature has been shown to have a restorative effect on attention and possibly mitigate some of the unfavourable psychological impacts of excessive time online[1].
// Mindfulness and breathing techniques
Studies have shown that mindfulness and breathing techniques can aid in sustaining students’ attention[2].
Digital strategies
Studies have revealed that disregarding irrelevant stimuli, such as notifications or alerts, is not a passive process, but is a cognitively-demanding task that expends critical mental resources. Hence, it’s critical that when students need to engage in focused work, they need to do so with as few distractions as possible.
// Work in online focus sprints
learning online is cognitively taxing as there are multiple streams of information for the brain to process. Working in shorter intervals when working online will help to foster better focus and concentration.
// Tech check-in breaks
Studies have shown that offering students regular ‘technology breaks’, where they check their digital devices at regular, scheduled intervals whilst studying, can be beneficial as it counteracts the anxiety that can result if phones are removed from students (a term colloquially referred to as ‘nomophobia’)[1]. These studies have suggested that self-reported anxiety may stem from fear of missing out (FOMO).
// Proximity
students are encouraged to avoid having their ‘tech-temptations’ close by when studying or performing tasks that require focus as the mere presence of a smartphone can deteriorate focus and performance[2]. Equally important, students are encouraged to remove the apps and icons off their home screen or browser window to create more friction to access them. Creating intermediary steps to access possible distractions creates a potential barrier meaning students are less likely to succumb to digital distractions when needing to engage in focused work.
// Manage notifications
students are encouraged to disable non-essential notifications, establish VIP notification lists and bundle essential notifications at a time that will not divert their attention. For example, students might elect to receive social media notifications at a time when they’re likely to have completed any homework or study requirements.
//Technological tools
there are a myriad of prohibition technology tools that restrict students' access to websites and apps, at nominated times of the day. Most smartphones now come with generic software that allows users to track and set limits on usage. There are similar tools that can be installed on laptops, tablets and desktop computers to restrict students’ access during critical times of focus.
// Activate ‘Do Not Disturb’ (DND) mode
students should use DND any time when they need to engage in deep, focused work. Users can now have DND automatically activated according to their calendar commitments and can customise their settings so automated replies are sent to people who attempt to contact them whilst this mode is activated, helping students cope with their FOMO[1].
// Turn the screen to ‘greyscale’
The colours of icons and apps have been carefully selected based on how the brain responds to specific colours. Students are encouraged to turn their smartphone to greyscale at certain times of the day to reduce it’s psychological appeal.
// Maximise desktop laptop windows
Given what was previously stated about intentional colour choice, it’s strongly advised that students maximise windows and screens when working online, to minimise the likelihood of task switching.
