University students' visual engagement in real lectures is higher than practitioners often expect and can remain high despite fluctuations¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Rosengrant, Hearrington, and O'Brien's study, students' engagement in university lectures was higher than often expected by practitioners, and visual attention could remain high in long-lasting lectures despite fluctuations. → Jarodzka 2020

Evidence¶

Jarodzka 2020¶

Jarodzka, H., Skuballa, I., & Gruber, H. (2020). Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09565-7

q2 · i? · review · r2

The review reports Rosengrant et al.'s study, which used mobile eye-trackers with six to eight university students over several lectures to track how the distribution of visual perception changed over time. The review states "students'engagement in the lecture is higher than often expected by practitioners."

"These authors showed that— at least on a university level— students'engagement in the lecture is higher than often expected by practitioners (De Bruyckere et al. 2015) and that, despite fluctuations, students' visual attention can remain high in long-lasting lectures."

Discussion¶

Related Claims¶

• University students remain highly on-task throughout 70-minute lectures, refuting the 15–20 minute attention-span myth — possibly the same claim (merge candidate)
• Changing activities during lessons improves student attention during the activity and subsequent lecture segments — related
• Analyzing fluctuation of engagement over time rather than averaging on-task and off-task instances across a lecture provides novel insights into student behavior — related