Improving Student Focus and Active Learning: An Investigation into the Use of Lecture Breaks in Undergraduate Education

Arulnesan Priscilah Nivetha and Vithusia Prashanth
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Arulnesan Priscilah Nivetha: Trincomalee Campus, Eastern University Sri Lanka
Vithusia Prashanth: Trincomalee Campus, Eastern University Sri Lanka

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 2550-2561

Abstract: While teaching, we regularly delivered long lectures to our students. However, we found that this approach led to decreased attention and concentration. We noticed a decline in student engagement and participation during long, uninterrupted lectures. Keeping the students engaged during long lectures is a common challenge. According to Gibbs and Habeshaw, extended lectures can lead to fatigue and disengagement among students, making it difficult for them to absorb and retain information effectively. To address this, we started incorporating short breaks within our long, continuous lectures, which could help our students manage their cognitive load, allowing them to process and retain information more effectively. Therefore, we included five-minute lecture breaks in between the continuous lectures. We noticed that this approach resulted in more attentive and engaged students. The feedback from the students also indicated a positive response to this change.

Date: 2025
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