Students' real-time focus improves cumulatively across Focus Coach sessions over time¶

Claim · All claims
Evidence · 1 study (2 entries) · design r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Study 1, real-time focus improved across sessions, with each additional session increasing reported focus by an average of .04 points on the 1–5 scale. → Michael D. Mrazek 2026 q2 i? In Study 2, real-time focus increased as students completed more sessions over time. → Michael D. Mrazek 2026 (2)

Evidence¶

Michael D. Mrazek 2026¶

Michael D. Mrazek, Dustyn S. Ransom, Amy R. Texter, Calvin V. Tower, Bryce A. Rutila, Thomas F. Kennedy, Elijah J. Woodson, Jonathan W. Schooler, Alissa J. Mrazek. (2026). Theory-driven design and validation of a tool to enhance academic focus. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10730-y

q2 · i? · design · r3

Study 1 hierarchical linear modeling of check-in data across the six-week intervention found that “their focus improved across sessions” with b = 0.04, p < .001, when stabilizing for teacher, student, and session random effects.

"Furthermore, their focus improved across sessions, with greater real-time focus as they completed more sessions over time, b = 0.04, SE = 0.004, t (1702) = 9.62, p < .001 (Fig. 2)."

Michael D. Mrazek 2026 (2)¶

Michael D. Mrazek, Dustyn S. Ransom, Amy R. Texter, Calvin V. Tower, Bryce A. Rutila, Thomas F. Kennedy, Elijah J. Woodson, Jonathan W. Schooler, Alissa J. Mrazek. (2026). Theory-driven design and validation of a tool to enhance academic focus. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10730-y

q2 · i? · design · r3

Study 2 replicated the across-session effect with b = 0.03, p < .001. Sensitivity analyses in both studies found the effect remained significant down to the first two sessions, suggesting focus “continued to improve with ongoing use of the tool.”

"Furthermore, students’ real-time focus increased as they completed more sessions over time, b = 0.03, SE = 0.005, t (3045) = 6.16, p < .001 (Fig. 2)."

Discussion¶

Related Claims¶

• Students' real-time focus increases within individual Focus Coach sessions in both studies — related
• Across-session focus gains extend to students with ADHD, though within-session gains do not — a narrower finding that bears on this claim
• Focus during independent work improves, with the largest gains among students who complete the most sessions — related