Abstract
Evidence suggests that college students’ concentration levels are limited and hard to maintain. Even though relevant in higher education, scant empirical research exists on interventions to ‘re-set’ their concentration during a college lecture. Using a within-subjects design, four active learning interventions are administered across two senior-level undergraduate classes at a university in the mid-south USA. The influence of these interventions on students’ ratings of their concentration level on course material is examined. Implications for practice and future research are offered.
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