Facing the growing attention crisis in higher education – learnings from an action research-based study on Swiss business students

Abstract

This paper presents the results of a study investigating the impact of a focus- and attention-based learning intervention on the ability of higher education students to concentrate in several dimensions. The intervention, which was implemented with four bachelor classes at a Swiss university, combined instructional materials, a playbook, and reflection practices. An action research approach was used to collect quantitative data through pre- and post-semester surveys and qualitative insights through structured focus interviews. Results showed significant improvements in students’ concentration, reduced fear of missing out, and decreased dependence on smartphone. Students reported increased self-awareness and perceived benefits to their academic and personal lives. The study highlights the potential of targeted interventions to address the ‘attention crisis’ in digitalized learning environments and underlines the need for interdisciplinary research and institutional dialogue to promote media literacy and self-regulation in higher education.