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Training with a guarantee of employment: "Methodologist - from beginner to professional"
Find out moreA common picture in a university classroom: soon after the lecture begins, the teacher notices how the students' attention disappears, and they are immersed in their Smartphones.
The reasons why lectures often lose out to social media content in the battle for student attention are clear. But is it possible to counter this competition?
Alexey Karuna, business coach, methodologist, and author of the Telegram channel "Olds Here Are Not Trending," shared his approaches to teaching young people at a webinar titled "How to Keep Students' Attention: The Experience of Reels, Telegram, and Memes." The event was organized by Direct Academy. During his presentation, the speaker explained why traditional teaching methods fail to engage students and suggested using social media and messaging tools to attract and retain their attention. Although Alexey's experience primarily concerns corporate training, his ideas can be successfully adapted to higher education. We present several key points from his speech.
Transformation of the Foundations of Perception in the Modern World
Alexey Karuna argues that traditional lectures often bore students not because the format is outdated, but because they ignore the attentional characteristics of Generation Z.
The concept of "clip thinking" has become established in the cultural environment; it is often used to describe short attention spans and difficulties in perceiving large amounts of information. However, Alexey believes it is more appropriate to talk about fragmented attention. This is a form of perception and information processing that develops in people as a result of constant interaction with the digital space, especially through social networks and instant messengers.
The user's brain adapts to a constant stream of new signals that rapidly replace each other. These signals can evoke a variety of emotional responses and encourage immediate action—for example, liking, sharing, commenting, clicking a link, subscribing to notifications, and much more.
TikTok content, as a prime example, demonstrates that the most successful social media videos are constructed using a specific approach. These videos often begin with a "hook" designed to grab the viewer's attention (this could be something original or provocative). If a video fails to engage the user within the first three seconds, the likelihood of them continuing to watch rapidly declines, and they will simply scroll on.
Alexey Karuna attributes the increased interest in mobile learning and microlearning to the phenomenon of fragmented attention observed in modern users. This is particularly true for courses offered on Telegram. These lessons consist of short educational materials sent to students directly through the messenger. By receiving a notification, the user can easily open the information and get acquainted with it in free moments, without having to allocate time for an in-depth study of any topic.
Another interesting aspect, which is determined by the peculiarities of perception and information processing, is meme culture. The speaker notes that for Generation Z, memes are not just a source of humor, but a means of communication that allows them to convey ideas and meanings through concise visual images rather than lengthy explanations.
Alexey Karunya argues that social media and messaging apps effectively capture and retain user interest thanks to their unique features: "hooks," compact formats, and striking visual elements like memes. According to the expert, these elements can be integrated into the educational process, while maintaining an academic basis and without requiring significant changes in educational materials.
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Digital technologies have had a significant impact on our perception of routine tasks, reducing our ability to tolerate the boredom that comes with them. Modern gadgets and apps provide us with instant access to information and entertainment, which in turn creates a habit of constant stimulation.
With the endless stream of content and instant responses we encounter every day, our tolerance for monotonous work has noticeably diminished. We have become less likely to linger on tasks that require concentration and perseverance, as digital devices offer a multitude of alternatives that can quickly distract us.
This change in behavior and perception of work can lead to difficulty completing tasks that require prolonged attention and diligence. We increasingly seek shortcuts and instant results, making it difficult to complete more complex but necessary tasks. Thus, the influence of technology on our lives creates challenges that we must learn to cope with in order to remain productive in an environment that requires patience and focus.
Ways to Incorporate Engaging Elements into a Lecture to Maintain Audience Attention
Alexey Karuna examines the effectiveness of attention "hooks" from a physiological perspective, drawing on concepts proposed by Academician Ivan Pavlov in the first half of the 20th century. Pavlov introduced the concept of the orienting reflex, which illustrates the involuntary reactions of animals to new external stimuli. For example, when an animal hears an unfamiliar sound, it stops and listens carefully, because its nervous system focuses attention on this particular stimulus, allowing it to take priority in the process of information perception.
Humans have a similar mechanism: new and unexpected stimuli immediately capture attention and distract from current tasks. Working memory resources are redistributed to quickly process new information and assess its importance. If a stimulus proves irrelevant, involuntary attention to it quickly fades. However, if it is significant, consciousness begins to focus voluntary, purposeful attention on this object.
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Human working memory: its structure and volume
Working memory is an important component of cognitive processes responsible for the temporary storage and processing of information. It allows us to hold data in our minds for a short period of time, which is necessary for performing various tasks, such as problem solving or decision making.
The structure of working memory includes several key elements. At its core is the central executive, which coordinates actions and distributes attention. In addition, there are subcomponents, such as the visuospatial schema and the phonological loop, which help process visual and auditory data, respectively.
Working memory capacity varies, but on average, it can hold between five and nine pieces of information at a time. This limit explains why we often struggle when trying to remember too much information at once. Understanding the structure and capacity of working memory is important for various fields, including education and psychology, as this knowledge can help develop more effective learning and memorization methods.
Unlike video content on social media, the structure of a traditional lecture does not take into account the specifics of this format. Typically, a lesson begins with providing introductory information covering the context, an overview of the new topic, and definitions of key concepts. However, this delivery does not serve as a "hook" and does not attract students' spontaneous attention, which in turn does not create the conditions for a transition to voluntary, focused attention.
In this regard, in order to attract and maintain students' interest, Alexey recommends changing the lecture format as follows:
- Begin with an element that will grab the audience's attention. This could be a provocative question that will spark interest: "Why do you think 70% of the information you learn in today's lecture will be forgotten the next day?" Alternatively, you could share a surprising fact or common myth, or a story related to the research topic.
- Information should be broken into small chunks. The speaker noted that in corporate training, he prefers to divide lectures into segments lasting 5-7 minutes. While this structure is not always optimal in an academic setting, Alexey recommends, whenever possible, breaking content intended for entire classes into shorter blocks. These chunks can be longer than 5-7 minutes, but it is important that each one focuses on a specific subtopic or addresses a specific issue.
- Increase the dynamism of the presentation. Insert calls to action between sections of the theory to act as "hooks" to attract the audience's attention. For example, you could pose a question to students and encourage them to discuss it in pairs or hold a vote on a specific answer. You can also diversify theoretical information by using illustrations, thematic memes, or brief examples from practice.
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The Role of Microformats in Strengthening Traditional Teaching Methods
Microlearning is a method in which learners absorb information in small doses and, as a rule, on an ongoing basis. Such microformats include short articles, short assignments, videos lasting from 5 to 10 minutes, as well as cheat sheets and checklists. This approach has gained popularity in the field of employee training and self-development through mobile applications.
Alexey Karuna believes that it makes sense to consider the possibility of integrating microlearning via instant messengers into the educational process. This is due to the fact that this approach fits organically into the usual rhythm of perception of information, characteristic of Generation Z. In addition, communication via instant messengers helps to create an atmosphere of equal dialogue, which is also an important aspect for zoomers.
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How can microformats be introduced into classical education at universities? Alexey Karuna suggests three approaches:
- As noted earlier, it is useful to break educational content into small segments and combine passive perception of information with active student activity. This approach can be implemented not only within the framework of lecture materials. For example, if a course includes an extensive test, it can be fragmented into parts, each containing 1-2 questions, and these questions should be sent to students on different days.
- It is necessary to send questions and educational materials to students for their review and assimilation. After each lesson, it is recommended to share with students in the chat a question for discussion on the topic covered, as well as a summary of the material in the form of a reminder, card, or checklist. This format will be more attractive to students than traditional lecture notes, and they will be more willing to refer to it.
- Constant reminders need to be integrated into the educational process. To do this, create a shared student chat where you can, for example, post daily questions or memes related to the course topic. A more advanced solution would be to implement a chatbot that would automatically ask students questions and tasks, and collect and evaluate their answers.
Effective Methods of Incorporating Memes into the Educational Process
Memes rely on associations and cultural codes, and, according to the expert, an effectively created meme can replace an entire page with detailed explanations. For example, when explaining the concept of cognitive biases to students, you can use memes like "Expectations vs. Reality," which allows listeners to independently form an understanding of the concept. Memes that rely on familiar audience formats and shared context allow students to perceive information as, "The teacher is speaking the way I understand it." This, in turn, fosters a culture of dialogue in the educational process, making it more dynamic and contemporary.
Furthermore, each meme represents a short story, complete with characters, conflict, and an unexpected twist. Such stories can engage students more deeply and be more memorable than simple reflections. Ultimately, a meme is also a visual element that can act as an "anchor," helping to cement learning material in memory. This is supported by research by Allan Paivio, who developed dual-coding theory: images and concrete ideas are not only easier to remember but also help recall the abstract information they are associated with.
The speaker shares several methods for integrating memes into the educational process:
- Memes can be used to introduce students to the topic of the lesson. A thematic section should begin with an image or phrase that can make the audience smile and preemptively outline the topic of discussion. For example, when examining Maslow's hierarchy of needs, you could use an image that depicts Wi-Fi as a basic human need. Connecting the main ideas of the text with relevant memes can make abstract concepts and terms more memorable for students. Vivid images used in memes will facilitate the information absorption process and help better consolidate the material in their minds. Encourage students to independently develop memes on the topic of the educational process. According to Alexey Karuna, this is an effective method for assessing their level of understanding of the material, since creating a high-quality meme is impossible without a deep understanding of the topic. Furthermore, a meme created by a student will serve as a kind of "anchor" that will help them consolidate and recall what they have learned. Using memes to obtain feedback can be an interesting approach. At the end of the lesson, you can ask students to choose the meme that most accurately conveys their emotions and impressions. Although this method is most convenient to implement online, Alexey Karuna also successfully uses it in live classes, using meme cards from the board games "Memoclub" and "Memogram."
The speaker believes that teachers shouldn't worry about students reacting negatively to outdated memes. Alexey noted that for Generation Z, whether a meme is trending isn't as critical. Much more significant is that the teacher respects their interests, considers their cultural differences, and strives to engage with them on a level they understand.
It should be noted that many experts are cautious about the appropriateness of humor and memes in educational materials. They recommend using such elements only if you are confident your audience shares your views. A joke that works well for one generation may be completely incomprehensible to another and even cause confusion or condemnation. Because of this, many university professors admit that when communicating with representatives of Generation Z, they have to "filter their speech" to avoid misunderstandings.
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- The "non-University" project provided many useful observations about the Zoomer generation. One of the key findings was the recognition of their desire for practical learning and real-world skills that can be directly applied to life and careers. Zoomers strive for flexibility in educational formats, preferring interactive and unconventional approaches over traditional lectures.
It was also noted that this generation values personal growth and social responsibility, actively interested in current societal issues. They tend to seek opportunities for work and self-realization in projects that align with their values and beliefs.
Another important aspect is their need for constant feedback. Zoomers want to see the results of their work and understand how they can improve. In this context, mentoring and support from more experienced professionals become especially important.
Furthermore, the project demonstrated that Zoomers actively use digital technologies for learning and communication. They prefer online formats and platforms where they can flexibly manage their time and resources.
Overall, "non-University" showed that the Zoom generation is characterized by a high level of critical thinking and a desire for self-expression, which requires educational systems to adapt and innovate to meet their needs.
- The study found that the use of memes contributed to a better understanding of biology in high school students.
- An unusual approach: a teacher asks students to create memes as homework.
- Fans of Generation Z are not particularly enthusiastic about microlearning and more often prefer full-fledged online courses.
- 11 components that promote engagement in the educational process: a University of Arizona methodology.