Year: 2013
Type: article
Abstract: In recent years, cognitive and educational psychologists have become interested in applying principles of cognitive psychology to education. Here, we discuss the importance of understanding the nature and occurrence of mind wandering in the context of classroom and online lectures. In reviewing the relevant literature, we begin by considering early studies that provide important clues about student attentiveness via dependent measures such as physical markers of inattention, note taking, and retention. We then provide a broad overview of studies that have directly measured mind wandering in the classroom and online learning environments. Finally, we conclude by discussing interventions that might be effective at curbing the occurrence of mind wandering in educational settings, and consider various avenues of future research that we believe can shed light on this well-known but little studied phenomenon.
Source: Frontiers in Psychology
Institution: Harvard University
Language: English
Topic: Mind wandering and attention
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $3,801
OpenAlex ID: W2128909424