Enhancing classroom attention during Ramadan: The efficacy of instructional videos in sports science education

Abstract

Millions of Muslim university students observe Ramadan annually, yet little research explores their classroom experiences amid the distinctive circumstances of this holy month. Addressing this research gap, this study investigates the association between Ramadan observance and classroom attention among sports science students. Additionally, the effectiveness of instructional videos as an intervention was examined. In a crossover design, thirty-six fasting students received exposure to three regular theoretical tennis lessons before Ramadan, three regular lessons during Ramadan, and three lessons incorporating instructional videos during Ramadan. A counterbalancing procedure was implemented to minimize confounders, including the order of exposure, the time of day, and the lesson content. Classroom attention was assessed through self-reporting using digital clickers throughout 50-min lessons. The results revealed a significant increase in attention lapses during regular Ramadan lessons (non-Ramadan: 3.69 ± 2.08 lapses vs. Ramadan: 6.89 ± 2.55 lapses; p < 0.001). Surprisingly, attention lapses decreased significantly (p < 0.001), even compared to non-Ramadan conditions (p < 0.01), when instructional videos were used (2.42 ± 1.57 lapses). The effectiveness of instructional videos in improving classroom attention under Ramadan observance is highlighted in this study. While heightened attention levels are generally acknowledged as indicators of a more efficient knowledge acquisition experience, this research does not explicitly posit instructional videos as effective content-delivery tools under Ramadan conditions. However, it lays the groundwork for such possibilities, which could be investigated in future research.