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| "This research represents a unique use of technology
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| (personal response devices, clickers) as both a pedagogical and
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| a nonconspicuous research tool. As opposed to previous research
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| (5) in which researchers faced the class to record observations
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| of attention based upon students' facial expressions, this
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| study had students register their awareness that their attention
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| had declined during a class without the researchers interrupting
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| or being obtrusive to collect data. Clickers appear to be a
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| convenient way to survey students during class without significantly
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| interrupting the flow of the class.
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| Contrary to common belief (3, 4), the data in this study
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| suggest that students do not pay attention continuously for
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| 10-20 min during a lecture. Instead, their attention alternates
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| between being engaged and nonengaged in ever-shortening cycles
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| throughout a lecture segment. Although the pattern can be
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| affected by specific teachers and courses, there remains some
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| similarity among student attention patterns across different
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| teachers and courses as reported here. Students report attention
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| lapses as early as the first 30 s of a lecture, with the next lapse
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| occurring approximately 4.5 min into a lecture and again at
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| shorter and shorter cycles throughout the lecture segment. These
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| results challenge part of the work of [[Johnstone_Percival_1976]]
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| who observed student inattention occurring 15 min (beginning
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| 5 min plus 10 min) into a lecture, but these results do support
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| the observation (5) that student attention lapses occur in evershortening
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| cycles as the lecture proceeds.
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| As many predict, student attention is higher during nonlecture
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| pedagogies such as demonstrations and clicker questions.
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| This was verified by the significantly lower number of selfreported
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| student attention decline occasions during the 5-min
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| duration of either a demonstration or clicker question. Equally
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| important are the data that show that students report significantly
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| lower attention lapses during lecture segments immediately following
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| a demonstration or clicker question than they did in comparable
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| length lecture segments prior to the use of these pedagogies.
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| Interestingly, students report short lapses of attention of
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| 1 min or less significantly more often than either medium
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| (2-3 min) or long (5 min or more) lapses. This is one of few
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| studies in which participants had an option to report the length
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| of their perceived attention lapse. These data may serve as an
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| indication that students are trying to pay attention by reengaging
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| after they realize that their minds have wandered during a lecture
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| segment. With help from the teacher in terms of interspersing
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| lecture with student-centered pedagogies, the amount of time
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| that students pay attention in class may be increased."
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