Movement breaks: effects on the perception of attention and mental wandering in a university class
Pausas de movimiento: efectos sobre la percepción de atención y divagación mental en una clase universitaria
| dc.creator | Angulo de la Fuente, Verónica | |
| dc.creator | Álvarez Espinosa, Evelyn | |
| dc.date | 2022-06-22 | |
| dc.date.accessioned | 2024-04-25T21:09:58Z | |
| dc.date.available | 2024-04-25T21:09:58Z | |
| dc.identifier | https://www.revistacontextoucen.cl/index.php/contexto/article/view/32 | |
| dc.identifier | 10.54761/contexto.num8.32 | |
| dc.identifier.uri | https://revistaschilenas.uchile.cl/handle/2250/242083 | |
| dc.description | During classroom learning, it requires attentional processes, which tend to fluctuate daily. An inverse concept to attention is the perception of mental wandering, which is understood as a daily experience in which attention is disconnected from the immediate external environment and focuses on internal thoughts.In this quasi-experimental study, the perception of attention and mental wandering during university classes will be measured, for this a class with a normal structure is compared, without intermediate pauses; versus the use of a strategy that allows movement in classes, where a movement break consisting of two breaks with active movement of 3 minutes will be implemented. 69 students from the Central University of Chile participated. The perception of “mental wandering” was compared using “mind wandering questions” at minute 40 and 70 of a university class, as well as satisfaction with the learning experience. The results indicate high rates of distractibility in a traditional class, with 60% of students reporting feeling “completely distracted” after 40 minutes of a college class.The incorporation of movement breaks was found to be significantly effective in maintaining attention in the general group and showed significant differences in “managing to maintain attention despite internal distractions” and feeling “comfortable and willing to learn, compared to a traditional class”. This low-cost and easy-to-implement strategy could be a powerful tool to optimize adult learning processes. The degrees of distraction are a factor that university teachers must manage, especially in students who report attentional problems, who, despite the incorporation of this strategy, fail to approach the performance of the general group. | en-US |
| dc.description | El aprendizaje en aula requiere de procesos atencionales. Un concepto inverso de la atención es la percepción de la divagación mental, la que es entendida como una experiencia cotidiana donde la atención se desconecta del entorno externo inmediato y se centra en pensamientos internos.Este estudio cuasi-experimental midió la percepción de la atención y divagación mental durante clases universitarias tradicionales versus la utilización de estrategias que permiten el movimiento en clases, implementando una pausa de movimiento en dos recreos con movimiento activo de 3 minutos. Participaron 69 estudiantes de la Universidad Central de Chile. Se comparó la percepción de “divagación mental” utilizando “mind wandering questions” al minuto 40 y 70 de una clase universitaria, además de la satisfacción de la experiencia de aprendizaje. Los resultados indican altos índices de distracción en una clase tradicional, 60% de los estudiantes reportaron sentirse “completamente distraídos” después de transcurridos 40 minutos. La incorporación de pausas de movimiento resultó ser significativamente efectiva para mantener la atención en el grupo general, mostrando diferencias significativas en “lograr mantener atención a pesar de distractores internos” y sentirse “cómodo y dispuesto a aprender, comparado con una clase tradicional”. Esta estrategia, de bajo costo y fácil implementación, pudiese ser una potente herramienta para optimizar procesos de aprendizajes en adultos. | es-ES |
| dc.format | application/pdf | |
| dc.format | text/html | |
| dc.language | spa | |
| dc.publisher | Escuela de Terapia Ocupacional, Facultad de Ciencias de la Salud, Universidad Central de Chile | es-ES |
| dc.relation | https://www.revistacontextoucen.cl/index.php/contexto/article/view/32/30 | |
| dc.relation | https://www.revistacontextoucen.cl/index.php/contexto/article/view/32/40 | |
| dc.rights | http://creativecommons.org/licenses/by/4.0 | es-ES |
| dc.source | Contexto; No. 8 (2022): Contexto 8; 77-91 | en-US |
| dc.source | Contexto; Núm. 8 (2022): Contexto 8; 77-91 | es-ES |
| dc.source | 2810-6660 | |
| dc.source | 0719-1707 | |
| dc.source | 10.54761/contexto.num8 | |
| dc.subject | Attention | en-US |
| dc.subject | Movement | en-US |
| dc.subject | University | en-US |
| dc.subject | Atención | es-ES |
| dc.subject | Movimiento | es-ES |
| dc.subject | Universidad | es-ES |
| dc.title | Movement breaks: effects on the perception of attention and mental wandering in a university class | en-US |
| dc.title | Pausas de movimiento: efectos sobre la percepción de atención y divagación mental en una clase universitaria | es-ES |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion |
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ContexTO: Terapia Ocupacional
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