Improvement of Attention in Elementary School Students through Fixation Focus Training Activity

Abstract

<jats:p>The attentional problems of school children are a crucial topic due to abundant information in this digital era. There are five attention dimensions for children: focused attention, sustained attention, selective attention, alternating attention, and divided attention. Focused training is a traditional method of improving attention ability. Subjects are required to focus on a fixed point for an extensive period without blinking and to perceive small objects as large. This study investigates which types of attention indicators are influenced by focus training. Eighty-two grade five and six elementary school students (45 experiment group, 37 control group) were involved. The experiment group underwent focus training for 12 weeks. The training was conducted once per week, and the Attention Scales for Elementary School Children were used before and after the training to examine the children’s attention. The percentile rank scores of five attention dimensions and the total attention scale were evaluated. The results gave difference data, defined as post-test results minus the pretest results, where significant differences occurred for the total scale (p &lt; 0.05), focused attention (p &lt; 0.05), and selective attention (p &lt; 0.01). Participants also noted that the training helped them improve concentration during school lessons (54.15%), fall asleep (29.1%), and relax the body (8.4%).</jats:p>

Physical activity in students and its association with attention. A systematic review

“…Attention is classified according to Sohlberg, cited by Lai & Chang (2020) in five dimensions, sustained attention, selective attention, focused attention, alternating attention, and divided attention. For this review, selective attention and sustained attention have been considered, as they are the main dimensions addressed in the articles reviewed.…”

Quiet eye training–based intervention can ameliorate inhibitory control but not visuospatial working memory in children with ADHD

“…It was presumed that QET‐based intervention would have the effect of improving inhibitory control, due to the finding of a longer quiet eye duration during the execution of a targeting task that individuals performed in conditions in which an internal distractor, induced by experimental manipulation of cognitive anxiety, was present (Moore et al., 2012 ; Vine & Wilson, 2011 ). A similar type of cognitive training on eye fixation demonstrated that attention and inhibition capacities in children with neurodevelopmental disorders can be improved by explicit support for the control of observing stimuli or events (Carrelli et al., 2022 ; Lai et al., 2020 ). In addition, gaze‐contingent eye tracking training has been implemented to enable children with executing complex cognitive tasks to improve sustained attention, inhibition, and WM (for a review, see Carelli et al., 2022 ).…”