TLC #021: Attention Residue - How To Focus and Maintain Learners’ Attention
In this edition of the Learning Chronicle newsletter, we explore the concept of attention residue as one of the major disruptors of capturing and holding learners attention and how to guide against it
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Here is your weekly dose of “The Learning Chronicle Newsletter” weekly curated content that leverages the science of learning, data, and evidence-based research to help K–12 educators, stakeholders, and learners optimize for how learning happens while preparing learners for the future of work.
Welcome to all new subscribers. I am Omotayo Olorunfemi; a learning and development specialist. Check out the archive for previous editions using the first link above. Welcome!!! Once again.
One Learning Quote
“Attention is the greatest form of currency you have. And to squander it is to go intellectually broke”. - Anthony Boyd
One Article
In our fast-paced world, multitasking has become a way of life for many of us. We juggle multiple tasks, switch between them rapidly, and believe that we are being productive by doing so. However, research suggests that multitasking may not be as efficient as we think. The phenomenon of attention residue provides evidence that focusing on a single task at a time is more effective for learning and productivity.
What is Attention Residue?
Attention residue is derailing the quality and efficiency of your performance—it's causing you to spend more time working to create less output; this means that people need to stop thinking about one task in order to fully transition their attention and perform well on another.
“Attention residue refers to the lingering effect of a previous task on the next task's attention and cognitive processing."
There is a cognitive cost to shifting your attention from one task to another. When our attention is shifted, there is a "residue" that remains in the brain and impairs our cognitive performance on the new task causing a decrease in performance and learning.
The concept of attention residue was first introduced by Sophie Leroy in her 2009 study, "Why is it so hard to do my work? The challenge of attention residue when switching between work tasks." The study found that when individuals switch tasks, their attention and cognitive resources take time to fully disengage from the previous task and re-engage with the new task. The result is a reduction in the resources available for the current task and, consequently, a decrease in performance.
Every single time you call upon your brain to move away from one task and toward another, you are hurting its performance—your work quality and efficiency suffer.
According to Sophie Leroy; "Attention residue easily occurs when we leave tasks unfinished, when we get interrupted, or when we anticipate that once we have a chance to get to the unfinished or pending work we will have to rush to get it done. Our brain finds it hard to let go of these tasks, and instead keeps them active in the back of our mind, even when are trying to focus on and perform other tasks."
Implications for Learning
The phenomenon of attention residue has significant implications for learning. When individuals are learning new information, they need to allocate a significant amount of cognitive resources to process and retain that information. However, if attention residue interferes with the cognitive resources available for learning, the individual's ability to retain and apply that information may be compromised.
In the classroom, when students are frequently interrupted or distracted during a lecture or study session, they may struggle to fully engage with the material. Even if they are physically present and appear to be paying attention, their minds may be preoccupied with residual thoughts from a previous task or distraction.
Attention residue has important implications for the design of learning environments and teaching practices. Educators can help students by structuring their lessons in a way that minimizes distractions and allows students to fully engage with the material. This might involve breaking up lectures into shorter segments or incorporating interactive activities that help students stay focused and engaged.
How to Minimize Attention Residue
Minimizing attention residue can be achieved by focusing on a single task at a time. By devoting all of your cognitive resources to a single task, you can maximize your learning and productivity outcomes. Some strategies for minimizing attention residue include
Prioritize tasks: Prioritize tasks based on their importance and urgency. Focus on the most critical tasks first, then move on to less important tasks.
Create a distraction-free environment: Create an environment that is free from distractions. Turn off notifications, close unnecessary tabs, and put away any distracting items.
Time management: Allocate specific time slots for each task, and stick to those time slots. Avoid multitasking by committing to a single task during each time slot.
In conclusion, attention residue is a phenomenon that can significantly impact learning and cognitive performance. By understanding how attention residue works and implementing strategies to minimize its impact, educators and learners can improve their ability to focus, learn, and retain information.
References
Leroy, S. (2009). Why is it so hard to do my work? The challenge of attention residue when switching between work tasks. Organizational Behavior and Human Decision Processes, 109(2), 168–181. doi:10.1016/j.obhdp.2009.04.002
Bates, D., & Galloway, M. (2002). Learning to use learning strategies. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 131-152). Lawrence Erlbaum Associates.
Dr Leroy’s Words About Her Research on Attention Residue. Retrieved from the internet at: https://www.uwb.edu/business/faculty/sophie-leroy/attention-residue on 27022023.
One Video
This six-minute plus video below by Artem Kirsanov on YouTube aptly summarises the critical role of attention in learning.
Your brain CAN'T Multitask - Here's why
One Learning Question
How would my daily schedule change if I did a little more of what I'm great at and a little less of what I'm not great at?
What We Are Reading
Walton Family Foundation on ChatGPT Used by Teachers More Than Students, New Survey Finds
Thomas Oppong on Thinking Clearly is 50% Reading, 50% Metacognition
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