







































Education, Society and Human Studies 
ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) 

Vol. 1, No. 2, 2020 
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171 

Original Paper 

Keeping Students’ Attention Active 
Duli Pllana1* 

1 Math Teacher at Jose Marti Stem Academy, BOE Union City, Hudson County, NJ, USA; Math Adjunct 

ae EIC, Bellville, NJ, USA 
* Duli Pllana, Math Teacher at Jose Marti Stem Academy, BOE Union City, Hudson County, NJ, USA; 

Math Adjunct ae EIC, Bellville, NJ, USA 

 
Received: November 6, 2020   Accepted: November 16, 2020   Online Published: November 26, 2020 

doi:10.22158/eshs.v1n2p171                     URL: http://dx.doi.org/10.22158/eshs.v1n2p171 

 
Abstract 

Students’ attention during the class designs the thick lines of the learning trajectory. A good portion of the 

lesson’s content may be perceived slightly easy with an active alertness, and the rest of it requires 

extended time to analyze the given material outside the classroom-homework. Active attention equips 

students with the necessary data and more information of an addressed lesson during a session; the key 

concern remains how to keep students’ attention to the maximum in the classroom. The paper will 

elaborate various facts and observations, which might contradict each other in numerical aspects. For 

instance, a great number of researchers support the idea that a student’s attention lasts continually for 

ten minutes, and then is off. Afterward, the mind wanders outside the session’s frame. A certain group of 

researchers support the idea that attention lasts for a short period of time, it rests for a few minutes and 

then again is active-this process occurs periodically throughout the session. Others comply with different 

ideas, which are aligned with strong evidence, too. On top of everything else, the paper concerns how to 

keep student’s attentiveness wide-awake during a learning discussion by describing the main idea in 

different versions and keeping high their learning trajectory that reaches its highest points. 

Keywords 

student’s attention, the main idea, games/videogames, learning trajectory 

 

1. Introduction 

1.1 The Influence of General Factors on Keeping Attention Active during a Session 
All students can learn. One of the leading issues in learning is poor students’ attention in the class. In my 

teaching experience at different high schools and a few colleges, I came to the realization that students 

who pay a longer attention to the lesson get better results than those who don’t. Students cannot pay 

whole attention throughout a session for some natural or environmental reasons. As a result, I am trying 



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to comprehend reasons for swaying students’ attention from several standpoints. The paper will elaborate 

Seizing Student’s Attention during a presentation. In the introduction will shed some light of attention 

span from the perspective of different books and articles including, “Design for how People Learn” 

Capturing Students’ Attention: How to Capture and Hold the Attention of Easily Distracted Students, 

During Lecture: Beyond Ten Minutes, Video Games and Attention Skills. In addition, the paper will 

compare and contrast various facts to shed a little more light on the students’ attention span. Moreover, 

there will be some tips that will be investigated intuitively, which might improve students ‘attention.  

The book, “Design for how People Learn”, gave a general scientific description on how people learn and 

how to design lesson plans for learners. I spent some time analyzing how to capture student’s attention, 

and I was not quite effective. The best analogy that explains how the brain works during the attention 

process is the comparison between parts of the brain and rider on elephants (Happiness 

Hypothesis-Jonathan Haidt). Like many researchers in education, Julie Dirksen mentions that the 

students’ attention lasts shortly (seven to eighteen minutes). Though, students’ attention depends on 

several factors. Attention lasts longer if the lesson is exciting and well addressed, otherwise attention 

decreases. In case, students need to learn a lesson for tomorrow, the attention increases its time-duration. 

According to the analogy of assertion in the book, the rider signifies verbal thinking brain—the elephant 

signifies emotional visceral brain. Rider reasons rationally and directs the elephant in the right direction. 

If the elephant is not inspired to follow the instructions of the rider, the elephant will sabotage the rider. 

Whenever the elephant is not happy or interested to follow reason, the elephant will not obey the rider's 

rules. The rider can control the elephant temporarily (shortly) for a limited frame-time. Afterwards, the 

show belongs to the elephant. Similarly, disinterested learners in a lesson will not pay attention 

effectively unless the lesson is in urgency and vital. Another great significant fact in the learning process 

is the weight of the lesson and urgency. Urgency in learning is described by the hyperbolic discount 

diagram. Let’s first define what is a hyperbolic discount. In the article, Hyperbolic Discount, indicates 

“Hyperbolic discounting refers to the tendency for people to increasingly choose a smaller-sooner reward 

over a larger-later reward as the delay occurs sooner rather than later in time”. Dirksen gives some 

crystal-clear examples on explaining the relationship of attention and urgency. To paraphrase her 

example, if a person smokes cigarette and the doctor tells him/her to quit or you are going to die 

tomorrow, probably the person will quit smoking. On the other hand, if the doctor tells the smoker to quit 

smoking, or you are going to die in the near future, the person is probably not going to quit smoking 

because the elephant is going to think NOW (the elephant doesn’t care for the future). 

 



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Figure 1. Talk to the Elephant (November, 2014)—Adventure in Teaching and Learning 

 

Many researchers in education disagree on how long a students’ attention span lasts in the class. Based on 

the article, The Science of Attention: Capturing Students’ Attention: How to Capture and Hold the 

Attention of Easily Distracted Students, researchers did a study in 2010, in three chemistry classes taught 

by three different professors. They claim, “The study suggests that active learning methods may have 

‘dual benefits’ engaging attention in one segment and refreshing attention in another segment” (Brigs, 

2014). In general, when a person reads a book, sometimes attention goes somewhere else. After a while, 

the attention refreshes and works actively for a certain time. Attention is not active throughout reading a 

whole passage, a book, or participating in a session. Attention is active on some segments of a learning 

process and it is passive on other segments. 

Researchers of psychology employed numerous studies concerning the student’s attention; many studies 

resulted with evidence, which does not support the attention span during a lecture of ten to fifteen 

minutes. The article, “Attention During Lecture: Beyond Ten Minutes highlights, The ability to maintain 

prolonged attention is closely tied to working memory” (Wilson & Korn 2017). They recognize attention 

as an activity that depends on short memory; students who have an effective short memory are more 

likely to be more alert during a session. In addition, there are other aspects, which have an influence on 

students’ attention such as content of the lesson and the process of delivering the lesson. 

Another relevant contradicted research study deals with the relationship of students’ attention and 

addiction to playing video games. Since all my students are a part of Generation Z who use digital 

technology massively and they use videogames, it is necessary to observe the negative side of 

videogames on students’ attention. Despite the facts in the book “Everything Bad is Good for You by 

Steven Johnson”, which supports the positive outcome of playing video games-another article Video 

Games and Attention Skills claims, “But the given implication of the Swing study, which found that kids’ 

attention worsens over time if they played overtime more video games-the new research is worrying” 

(Dewar, 2012). Logically, the more students play video games, they become more addicted to playing 

games; therefore, their interest in education declines dramatically. A simple example, an addicted student 



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who loses a game gets extraordinarily upset; the same student who gets a low grade does not bother so 

much. The student knows he or she did not put enough effort, respectively attention in sessions (lessons); 

thus, the student embraces the bad grade. 

Sustaining students’ attention requires many steps such as motivate students extrinsically, involve 

students by asking random questions, make them laugh, incorporate regularly in free play, make ideas 

clear and involve challenging questions, ask students at least one question at the end of the class (use it as 

an exit ticket) what did you learn from this lesson. Most importantly, design the lesson plan that is based 

on the notion of the zone proximal development. The proximal zone development is the difference 

between what students know and what they do not know. This concept was developed by Soviet 

psychologist Lev Vygotsky (1896-1934). Connecting known with the unknown in the lesson belongs in a 

higher order thinking level. The ratio of known with unknown should be in proportion with student’s 

readiness. 

Students ‘attention is in correlation with the gravity of a lesson and its elucidation. Designing a lesson 

plan should be adequate and attracted to the audience’s interest. If the lesson is too easy, learners will not 

put enough effort into triggering their attention. If the lesson is too hard, learners will not put enough 

effort into triggering their attention. Designing and interpreting the lesson plan has similarities with the 

Blaise Pascal expression, “If you read too slowly or too fast, you will understand nothing”. The optimal 

rate to analyze or understand a lesson thoroughly is working/analyzing with an average rate and 

systematically. 

 

2. Method 

2.1 Teaching a Lesson by Expressing Main Idea in Five Different Ways 

Based on the facts discussed above, there are many contradictions and reasons why students are not alert 

throughout a session. The paper will shed light on addressing the 

 

 

Figure 2. Attention Effectiveness during a Presentation (The figure is from the article How to write 

a speech to engage your audience) 



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presentation/teaching extremely closer to the main idea. Apparently, students’ focus will resemble an 

increasing-decreasing periodic function in different intervals, which has different continuity for different 

people. In general, there is a consensus between researchers that human concentration has a higher 

intensity in the start, and it weakens with respect to time. The article, How to write a speech to engage 

your Audience states, “Research shows that attention span is greatest at the beginning of a speech, 

reduces considerably during the middle of your speech and picks up again towards the end when your 

audience knows you are about to finish” (Barnard, 2016). 

 

Table 1. Students Prefer to Pay Attention during a Presentation (Beginning, Middle, End) 

Students: Beginning of the 

presentation 

Middle of the 

presentation 

End of the 

presentation 

Total Percentages/Total 

# of Students 

HS. Class # 1 11 5 10 26 

HS. Class # 2 13 7 8 28 

HS. Class # 3 8 5 8 21 

College Students 6 5 7 18 

Total Number of Students 38 22 33 93 

Percentages 41% 24% 35% 100% 

 

In the Table 1 are presented results from three high school classrooms consisting of 75 students at JSMA 

Union City Board of education NJ and a college math class at EIC Belleville NJ. Results are slightly 

similar with the data from the graph in the Figure 2. 

 

Figure 3. Mathematical Modeling of Figure 2. A(t)=cos(t-n) Let n = 1 spaces that signify every 10 

minutes 



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Practically, it follows the rules of writing English composition in undergraduate courses. Introduction 

contains the main idea, which has the core of content, the middle of the story is covered with lots of 

relevant, irrelevant details and unnecessary details (reader loses the interest to absorb all extraneous 

information), and by the end of the story, the lector rephrases the main idea—the reader’s interest goes 

back to capture the essence of the story with a greater focus in the beginning and at the end of the story. 

Analyzing the model in Figure 3 leads to similar mathematical models which are related with 

trigonometric functions illustrated in Figure 3. Let observe the graph in terms of the x-axis from zero to 

four, and let the number one signify ten minutes, number two twenty minutes etc. The purpose of the 

lesson is to deliver the main idea of the story in different versions. 

The main idea is usually delivered in the beginning of the story for at least ten minutes. Because the point 

is to comprehend the main idea of the story, it is possible to rephrase the main idea in different versions. 

If a session in the high school lasts for forty minutes, let present the lesson plan in four versions. Figure 4 

shows the activity of the attention with the red line; when it starts to drop after ten minutes, after that 

starts rephrasing the main idea in a different version—the red line of the graph. Again the attention 

elevates higher (the blue graph picks up the next version) and repeats the previous pattern. Figure 4 

shows the repeated pattern occurs four times differently; it represents a delivered lesson plan in high 

school class expressing main ideas in five versions with an active alertness during a period of the class or 

the session. 

 

 

Figure 4. Elaborating the Main Idea of Figure 3 the Attention Activity during a Class 

 
The maximum points of the graph are on the top of the turning points. The minimum points are on 

intersections points of the graphs on the upper side. If the straight line represents zero, points of 

intersections represent 50% while the maximum points represent 100%. 

Then the Average-Attention of the graph would be Aa=100%+50%2=75%. Let 100% represent the 

maximum attention—the highest point in the blue graph. , and 50% highest points of intersections 



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between the blue graph and red graph. The formula for evaluating the percentage change (Brigs, 2015): 

%change=Final—Initial Final 100%=(100%-50%)100%100%=50%. The absolute change is equal to 

percentage change. Apparently, by calculating the formula Aa the attention-rate would be between 70% 

and 80%; students would maximize learning trajectory tremendously by implementing teaching method 

based on the model one by five 15which represent one-main idea, and interpretation of five-ways. 

 

 
Figure 5. Describing the Students’ Attention Average 

 
The model is represented by changing the phase of the trigonometric function that describes active 

listening during a presentation; it has a similarity with videogames. The main idea in the video game is to 

win or defeat other players. The main idea (defeat the other player-win the game) keeps repeating in 

different stages of the game with different strategies for a long period of time; the player focus behaves 

extremely alert. Video games have various content. According to the article The Benefits of Playing 

Video Games says “There are millions of video games, with vastly different themes and goals. These 

games can be played cooperatively or competitively, alone, with other physically present players, or with 

thousands of other online players, and they are played on various devices from consoles (e.g., Nin- tendo 

Wii, PlayStation) to computers to cell phones” (Granic & Lobel, 2014). Clearly, video games are 

interactive and with different themes or goals on finishing the game. All video games have the same 

common goal, winning the game. The central main idea is to win the game; therefore, players are active 

throughout the frame time of a video game. 

While the audience follows the middle of the presentation, they will listen more closely to the central 

details and ignore peripheral details. Central details are closely related to the main idea. and peripheral 

details have a minute relation to the main idea. “For example, if an instructor elevates students’ arousal 

before a lecture, there is a higher probability that relevant, central details of the lecture material will be 

attended to and retained in memory” (Rosegard & Wilson, 2013). The downside of mixing relevant 

details with irrelevant details decreases the interest of students in the lesson because the concentration of 



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students is off and on. During the peripheral details the alertness is off when details transits into central 

details alertness still will be off. Until the attention sets up for a new start, there will be considerable 

material of the lesson unrecorded in the students’ minds; consequently, the audience will get out of the 

lesson’s current. 

Attracting the students’ focus in the lesson involves several constituents; some of them play a greater role 

than others, nonetheless, each one plays a significant contribution in active listening. In order to narrow 

the topic, we gave valuable facts on interpreting the main idea in different versions and keeping the main 

idea crystal clear (the same) in all paragraphs. My concept on expressing the chief theme in various ways 

relies on George Polya’s expression, “It is better to solve one problem in five ways than to solve five 

problems in one way”. In this case, we solve one problem in five ways means we deal with five different 

strategies. Making a parallelism with the main topic, it means the lesson has a tremendous application in 

various scenarios and it is necessary to know it. Therefore, students’ interest will function with a greater 

flux during a delivered lesson that demonstrates the model solving a problem in many different methods. 

 

3. Discussions 
3.1 The Role of Video Games in Active Attention and Effective Learning 
As I mentioned earlier in the introductory section, it is extremely hard to comprehend completely why 

students do not pay attention all the time during a class. The matter of fact is there are many factors that 

determine the students’ attention in the class such as: motivation, learning environment, solid 

foundation—prior knowledge, working habits, brain dysfunctions in attention, students’ interest in the 

subject, classroom management, school district policy, etc. Each factor plays a crucial role in shaping the 

students’ engagement in the classroom; in general, interactive teaching and videogames maximize 

student engagement in the class. Interactive teaching and videogames have a limited application in the 

real world. Improvising elements resembling games may be implemented in any teaching scenario. The 

common denominator of all digital games or physical games is how to win the game. Winning the game 

impacts on players emotionally (winning the game makes them happy losing the game they get upset). 

Main idea of any game is win the Game. Every game has the same idea displayed in different levels with 

different rules. Therefore, we will reflect our interest in delivering the lesson by expressing the main idea 

in different versions.  

Electronic video games are good models for interactive teaching, but none-educational games diminish 

students’ academic success. According to the article, Why Can My Inattentive Child Pay Attention to 

Video Games, “ In short term, there is no evidence that using electronic media offers any superior 

educational benefits, and it may in fact cause harm in terms of attention and impulse control (among 

other things)—particularly in a child who already struggles with those issues” (Dunckley, 2014). Every 

human activity uses energy in order to be active during a period of time. Learning, focusing, reading, 

watching TV, listening to the radio, singing, talking, makes us tired after a period of time because we 



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spend energy. When we are tired, we are inattentive in any intellectual activity until we regain energy. 

Therefore, students who consume a long-time playing video games are inattentive in the classroom.  

A small group of students might be inattentive in the classroom as a result of brain dysfunction. Students 

who suffer from ADD, they experience similar behaviors with attention deficiency. Based on the article, 

Students at Risk,“Dysfunctions in attention. Dysfunctional brain mechanisms and/or chemical 

imbalances can lead to attention deficit disorder (ADD) and other attention-related problems such as 

retardation and schizophrenia” (Sylwester & Cho, 1992). In this group of students applies different rules, 

thus elaborated factors on attentiveness in this paper are not valid. The paper deals with alertness activity 

occurring in the general population of students who are average.  

Generally speaking, listening is the first step of wisdom. Even Though, people pretend to listen to the 

conversation, they do not absorb all the information of a particular speech. The article, Habits of mind, 

claims,” We spend 55 percent of our lives listening, yet it is one of the least taught skills in schools. We 

often say we are listening but in actuality, we are rehearsing in our head what we are going to say next 

when our partner is finished” (Costa & Kallick, 2000). Usually, the listener is not interested in the whole 

conversation; consequently, he or she is going to dismiss a considerable part of the conversation. 

Probably the listener is going to listen to what he or she likes to hear. Another reason might be 

overwhelming discussion: the brain cannot process a long list of various topics.  

Listening provides a great amount of information to the learning process, which might arise 

memorization, too. Memorization and learning are two different concepts. The book, Human Learning 

and Memory states, “Learning and Memory (LM) are two distinct, but interrelated processes. Learning is 

associated with information acquisition and subsequent behavior change, and memory is responsible for 

encoding, storage, and recall of information” (Liberman, 2011). Listening (attention), Learning and 

memorization are in correlation with each other. Listening supplies learning with acquisitions and new 

experiences; furthermore, learning transmits those new experiences to the memory to process them and 

retain in the storage and make them available when they are recalled. 

 



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Figure 6. Varieties of Associative Learning. Associative Learning Involves the Detection of 

Relationships between Events (E), where the Events Concerned Can be Responses ® or Stimuli (S), 

and the Stimuli Can be Positive (Spos) or Negative (Sneg) (Liberman, 2013) 

 

 

Figure 7. Coding, Storage, and Retrieval of an Experience (Liberman, 2013) 
 

Consider the listener/student is interested in listening to the conversation respectively. During the 

participation in the class, students naturally pay attention outside their surroundings. The article, Students 

at Risk, writes, “The external-internal shift. In this active search, our brain frequently shifts its focus 

between external events and internal memories and interests” (Costa & Kallick, 2000). The internal 

thoughts often interfere with the external thoughts creating disconnection throughout a lesson. Similarly, 

it happens when you read a book. You read a book for a while, then your mind explores somewhere else 

(in different places and events). Afterward, you see that you feel like you are missing lots of information. 

You read again and you get in the truck shortly. This process repeats until you finish reading the book. 

Regardless, you lost lots of peripheral information from the book, you still know what is going on 

because the main topic is repeated in numerous paragraphs—similarly with watching a movie. 

 



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4. Conclusion 

4.1 Determining the Central Idea of Video Games/Games through Various Levels and Plays 

Attentiveness is a crucial part of shaping students’ learning and their success. The paper described 

numerous factors, which plays a significant role in impacting on students' alertness. Some relevant 

factors might be listed as follows: mind habits, motivation (extrinsic/intrinsic), school district, 

management, active teaching, etc. It is hard to identify the list order of relevance from the most important 

to the least important factor in determining attention. Every class is different, and teachers /instructors 

have different preferences. Therefore, the paper will narrow its theme as follows. The central idea of the 

paper is expressing a lesson plan by describing the main idea in several methods. Analyzing the active 

teaching can be conveyed as an interpretation of the main idea in various versions. According to the 

article, why educational Video Games, states, “Video Games motivate learning by challenging, providing 

curiosity, beauty, fantasy, fun, and social recognition” (Annetta & Tzu-Cheng). The article describes 

“winning” with different expressions. For instance, motivating learning by challenging means you 

challenge someone in the game with purpose to play the game and determine who wins the game. Second, 

beauty and fantasy are related with the qualities of the winner. Next, curiosity is related to finding out 

how good you are to win the game—challenge yourself (how much you are worth?). Finally, social 

recognition is the quality that winners make known inside a social group that plays video games. We 

provided several arguments proving the main goal of the video game is to defeat your rivals—become 

better than others (effect of ego). Active learning by using video games cannot be applied all the time 

because usually, lesson plans and subjects do not have relationships with video games. Elements of active 

learning can be applied in teaching the lesson with a central topic in five different ways. Based on the 

article, Reclaim Classroom attention with Active Learning, claims “Researchers noted fewer attention 

lapses during times of active learning. They also found fewer lapses in attention during a lecture that 

immediately followed a demonstration or after a question was asked, compared to lectures that preceded 

active learning methods” (Kim, n.d.). Addressing the lesson with the main idea conveying in various 

versions allows asking questions to students and assessing their learning. Teaching by asking questions 

increases attentiveness in class because students are interested to understand questions well and 

hopefully, they will answer the questions. Asking questions during the delivering lesson is applicable in 

all teaching styles. In addition, asking questions is a supplementary factor on keeping students awake. 

Let's elaborate on playing chess (physical game), between two players surrounded by a few friends. They 

might play ten different games with different strategies. All games have in common the main idea—who 

is the winner? All characters that follow the game will watch/play the game extremely concentrated all 

the time. Likewise, teaching the lesson with the main topic distributed in various scenarios maximizes 

students’ learning trajectory tremendously. 

 

 



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