The results were startling. First, these students were only able to focus and stay on task for an average of three minutes at a time and nearly all of their distractions came from technology. [By the way, other researchers have found similar attention spans with computer programmers and medical students.] The major culprit: their smartphone and their laptop were providing constant interruptions. We also looked at whether these distractors might predict who was a better student. Not surprisingly those who stayed on task longer and had study strategies were better students. The worst students were those who consumed more media each day and had a preference for working on several tasks at the same time and switching back and forth between them. One additional result stunned us: If they checked Facebook just once during the 15-minute study period they were worse students. It didn’t matter how many times they looked at Facebook; once was enough.
Neuroscience is just now starting to emerge as a means of studying the impact of technology on the brain. Consider these recent study results:
I am convinced that learning to live with both internal and external distractions is all about teaching the concept of focus. In psychology we refer to the ability to understand when you need to focus and when it is not necessary to do so as “metacognition” or knowing how your brain functions. In one recent study we found a perfect demonstration of metacognition, albeit totally by accident. In this study we showed a video in several psychology courses, which was followed by a graded test. Student were told that we may be texting them during the videotape and to answer our text messages. In fact, one-third did not get a text message from us, one-third got four texts during the 30-minute video and the other third got eight texts, enough, we guessed, to make them not be able to concentrate on the video. Oh yes, one other wrinkle was that we timed the text messages to occur when important material was being shown on the videotape that was going to be tested later. We were right that the group who got eight texts did worse but the group with four texts did not. HOWEVER, here a mistake in our instructions told us more about what was going on inside the students’ heads when the text arrived. Those students who answered our texts immediately did worse than those who opted to wait a minute or two or even three or four to respond. Those students were using their metacognitive skills to decide when was a good time to be distracted.
How do we teach focus in a world that is constantly drawing our focus elsewhere? One idea is to use “technology breaks” where you check your phone, the web, whatever, for a minute or two and then turn the phone to silent, the computer screen off and “focus” on work or conversation or any nontechnological activity for, say 15 minutes, and then take a 1-2 minute tech break followed by more focus times and more tech breaks. The trick is to gradually lengthen the focus time to teach yourself (and your kids) how to focus for longer periods of time without being distracted. I have teachers using this in classrooms, parents using it during dinner and bosses using tech breaks during meetings with great success. So far, though, the best we can get is about 30 minutes of focus. Thanks to Steve Jobs (and others) for making such alluring, distracting technologies.