Rethinking classroom engagement: one-minute phone breaks improve focus

A new study explores how brief “technology breaks” could help balance the use of mobile phones in college classrooms, enhancing focus and reducing distractions.

The challenge of balancing mobile phone use in classrooms remains a widely debated issue. While phones can serve as useful tools for academic reminders and communication, their distracting potential is evident. Students often report using their phones up to 10 times daily for non-academic purposes, prompting many educators to prohibit them entirely.

Recent research from Southern Illinois University, published in Frontiers in Education, offers an alternative approach. Led by Professor Ryan Redner, the study investigates whether allowing students brief technology breaks—short intervals during which they can check their phones—can improve classroom performance and reduce overall phone use.

Evaluating Technology Breaks

The study spanned an entire academic term and compared sessions where students were allowed one, two, or four-minute technology breaks to sessions where equally timed question breaks were implemented. During these question breaks, students were encouraged to engage with the lecture by asking questions, while phone use remained prohibited. Both breaks occurred 15 minutes into the lecture.

Findings indicated that shorter technology breaks led to the least phone use during class. Specifically, one-minute breaks proved most effective, reducing phone usage to a minimum. While longer breaks allowed students more time to respond to messages, they also led to an increase in subsequent phone interactions during the remainder of the class.

Professor Redner remarked, “One possibility is that one minute is enough to read and send a smaller number of messages. If they have more time, they may receive responses and continue using their phones.”

Impacts on Performance

Interestingly, the introduction of these one-minute breaks also coincided with improved test performance. In classes where these short breaks were implemented, students’ average test scores exceeded 80%. The researchers suggest that the reduced distraction from phones during lectures may contribute to better academic outcomes.

However, the study also revealed variability in phone use patterns. Phone use among students fluctuated across sessions, making it difficult to draw definitive conclusions about the consistency of the technology breaks’ effectiveness. Further research will be needed to explore these inconsistencies.

Implications for Training and Seminars

The findings from this study could offer valuable insights for restructuring training courses and seminars. Currently, many training environments adopt a rigid no-phone policy to minimise distractions. Yet, integrating controlled, short technology breaks could provide a middle ground—helping participants stay engaged without feeling disconnected from their devices.

Such breaks could encourage a more structured and balanced approach to phone use. By addressing the natural urge to check devices, educators and trainers might reduce the risk of prolonged distractions. Furthermore, in a seminar setting, where adult learners might balance professional responsibilities alongside training, brief technology breaks could foster greater communication between participants and instructors.

Looking Forward

While the results of this study point to potential benefits, further investigation is needed to fully understand how technology breaks could be optimised. The variability in phone use data highlights the complexity of human behaviour, particularly in educational settings. Nevertheless, this research opens up possibilities for a more flexible approach to mobile phones in classrooms, where short breaks, rather than blanket bans, might enhance both focus and performance.

Prof Redner and his team hope their study will inspire further exploration into reinforcement-based strategies for managing technology in learning environments. “We are trying to find ways to reduce cell phone use and doing so without penalties,” Redner concludes.

The challenge now lies in finding a balance between engagement and distraction—an issue that extends beyond classrooms and into various educational and training contexts.