Abstract
The attentional problems of school children are a crucial topic due to abundant information in this digital era. There are five attention dimensions for children: focused attention, sustained attention, selective attention, alternating attention, and divided attention. Focused training is a traditional method of improving attention ability. Subjects are required to focus on a fixed point for an extensive period without blinking and to perceive small objects as large. This study investigates which types of attention indicators are influenced by focus training. Eighty-two grade five and six elementary school students (45 experiment group, 37 control group) were involved. The experiment group underwent focus training for 12 weeks. The training was conducted once per week, and the Attention Scales for Elementary School Children were used before and after the training to examine the children’s attention. The percentile rank scores of five attention dimensions and the total attention scale were evaluated. The results gave difference data, defined as post-test results minus the pretest results, where significant differences occurred for the total scale (p < 0.05), focused attention (p < 0.05), and selective attention (p < 0.01). Participants also noted that the training helped them improve concentration during school lessons (54.15%), fall asleep (29.1%), and relax the body (8.4%).
Highlights
Amid the current rapid circulation of information and the proliferation of digital products, information sources available to students are more abundant than ever, and this reduces the attractiveness of conventional learning
Which attention index will be reflected by internal focus training? Will all metrics improve? To investigate these issues, this study focused on the discussion of the following questions: Q1: Can the attention indices of elementary school students be improved through attention training?
To understand if the focus training conducted resulted in significant changes in the experimental group, the DIFF value was defined as each participant’s post-test results minus the pretest results
Summary
Amid the current rapid circulation of information and the proliferation of digital products, information sources available to students are more abundant than ever, and this reduces the attractiveness of conventional learning. In classroom learning and afterschool reading, the performance of school-age children has worsened. Parents often attribute this to reduced attention. The attentional problems of school children are a crucial topic. Theories and opinions have been developed in academia regarding attention in school-age children. Among these theories, the “clinical model of attention” proposed by [1] divides attention into five dimensions:
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