ENGAGING YOUNG LEARNERS: DEVELOPING

A DIGITIZED INSTRUCTIONAL MATERIAL TO

ADDRESS ELEMENTARY STUDENTS’ SHORT
ATTENTION SPAN

An Undergraduate Design Thinking Research Proposal Submitted to the Faculty of

Teacher Education Program Department, Northern Bukidnon State College, In Partial
Fulfillment of the course, The Teacher and the Community, School, Culture and
Organizational Leadership

Group #1
Faith Allaga
Milka Aninloy
Darlyn Buclasan
Charleite Eve Careras
Kylah Lalanan
Vince Joel Oliva
Brix Omonlay
Irish Nicole Saces

November 2024
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EMPATHIZE

Observation

As observed within elementary school classrooms of Manolo Fortich Central

Elementary School, it was revealed that elementary teachers consistently identified

students' short attention spans as a major challenge, impacting their ability to

effectively deliver lessons and maintain a productive learning environment. Teachers

reported frequent disruptions caused by students' difficulty focusing, requiring

constant redirection and adjustments of their teaching strategies to recapture their

attention. This wasn't a problem limited to specific classrooms or grade levels; the

issue appeared widespread, suggesting a systemic challenge within the elementary

school setting.

This widespread difficulty with maintaining student focus extended beyond

simple classroom management issues. Teachers expressed concerns about the

impact on students' academic performance, their overall engagement with learning,

and even their social-emotional development. The constant interruptions and need

for redirection not only reduced valuable instructional time but also created a less

positive and effective learning atmosphere for all students. This observation strongly

suggested a need for comprehensive strategies to address this significant challenge

and improve both teaching effectiveness and student learning outcomes.

Learning begins with a timeframe called attention span, the block of time in

which learners are alert. This is when they are able to concentrate and be conscious

as they focus on the information and task given to them (Houghton University, n.d.).

Studies show that the average attention span of a third grader ranges between 16

and 27 minutes. Hale and Lewis (1979) contend that attention is the critical factor in
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the learning process. Unless the learner’s attention is captured, the most favorable

learning will not occur. Teachers need to capture the attention of learners during a

lesson and if the attention tends to wander, teachers should be able to shift rapidly to

a new activity to capture it once again (Bester and Brand, 2012).

Education has altered dramatically during the last century. It can be best

described as a progression from the Agricultural Age to the Industrial Age to the

Information Age. The illiterate of the twenty-first century will be unable to learn,

unlearn, and relearn (Toffler, 1980; Niess, Lee, & Kajder, 2008). In today’s

generation, the integration of technology along with the traditional teaching has

become a way to enrich the students’ learning experience as it engages them and

break down learning barriers, creating a greater student interaction (Oxford Learning,

2011). In this study, the researchers will investigate how technology is being

integrated in a classroom to sustain students’ attention and focus. Surveys are

effective means to understand how teachers undertake alternatives in addressing

their pupils’ limited attention span.

Engagement

This research focuses on investigating the impact of using Wordwall, a

software tool that aids teachers in designing and crafting interactive instructional

materials (IMs), on the attention spans of students at Manolo Fortich Central

Elementary School. The researchers hypothesize that students who engage with

interactive learning activities created using Wordwall will demonstrate a statistically

significant increase in their self-reported attention spans during classroom learning

activities, compared to students who do not engage with Wordwall-created activities.

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This increase in attention span is expected to stem from the interactive and engaging

nature of Wordwall-generated IMs, which cater to students' diverse learning styles

and interests.

To test this hypothesis, the researchers will conduct a study involving two

groups of elementary pupils. One group will engage with interactive learning

activities created using Wordwall, while the control group will continue with traditional

classroom learning methods. The researchers will administer a survey to both

groups before and after the intervention to assess their self-reported attention spans

during classroom learning activities.

It is anticipated that the use of Wordwall will create a more dynamic and

engaging learning environment, leading to improved focus and participation among

the elementary pupils. The results of our study will provide valuable insights into the

potential of Wordwall as a tool for addressing the challenges of short attention spans

in the classroom and promoting a more engaging and effective learning experience

for young learners. The use of Wordwall as a tool for designing and crafting

interactive IMs allows teachers to create customized learning experiences that cater

to the specific needs and interests of their students.

Maintaining young learners’ attention in the classroom, particularly in

elementary school, is one of the major issues facing the teachers. Despite their

many advantages, traditional teaching methods sometimes struggle to maintain

students’ attention, which affects their ability to learn. This study investigates if

Wordwall, a digital platform that creates interactive instructional materials, may

improve the elementary pupils’ engagement and attention span. The researchers

anticipate that, when compared to a control group that receives traditional

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instruction, students who participate in interactive learning activities created with

Wordwall will demonstrate a statistically significant increase in self-reported attention

spans. The foundation of this theory is that Wordwall's interactive elements

accommodate a variety of learning styles, increasing engagement and, as a result,

improving attention.

The expected outcomes will offer valuable understanding of Wordwall's

potential as a tool to tackle the issue of keeping students engaged. Positive results

could have a big influence on how education is conducted, indicating that interactive

technology has the potential to boost learning and benefit students' performance.

The research will add to the current knowledge on attention and engagement in the

classroom, providing useful advice for teachers looking to enhance their instructional

approaches and establish more captivating learning settings. Additionally, the results

will guide future studies on the lasting impacts of interactive learning technologies

and their usage in various grade levels and subjects. Utilizing technology such as

Wordwall presents a major chance to improve student engagement and focus,

ultimately enhancing the learning experience for all students.

Survey Instrument

To understand the impact of Wordwall on the elementary pupils’ learning

experiences at Manolo Fortich Central Elementary School, the researchers designed

a personalized questionnaire specifically for teachers. This survey, crafted to be

engaging and easy to understand, is divided into two distinct sections. The goal of

this survey is to gather valuable insights from teachers who have incorporated

Wordwall into their classrooms. By understanding their perspectives, we can better

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assess the effectiveness of this digital tool in enhancing student engagement and

learning outcomes.

The first section focuses on understanding the baseline levels of student

engagement and attention spans before the introduction of Wordwall-created

interactive learning activities. Teachers are asked to reflect on their typical classroom

experiences and share their insights about student focus and distraction levels

during class. This section helps us understand the learning environment before the

introduction of Wordwall, providing a valuable point of comparison for later analysis.

We want to understand how students typically engage in traditional classroom

activities and what factors might influence their attention and focus.

The second section delves into teachers' perceptions of Wordwall-generated

interactive learning activities. Teachers are asked to share their opinions about how

much their students enjoyed these activities and how engaged they felt while using

them. This section helps us understand how Wordwall activities impact student

engagement and motivation. We are particularly interested in learning about any

changes in student behavior, participation, and overall enjoyment of learning since

the introduction of Wordwall.

By carefully crafting the questionnaire and conducting a thorough review

process with teachers, we ensure that the data collected is relevant, reliable, and

informative. This comprehensive approach aims to identify the impact of Wordwall on

student engagement and attention spans, ultimately contributing to a more effective

and engaging learning experience for young learners. The results of this survey will

provide valuable insights into the potential benefits of using Wordwall as a

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supplementary tool in the classroom, helping us understand its impact on student

learning and development.

Initial Findings

The data collected from the pre-survey served as the basis for the appropriate

prototype intended for all teachers in Manolo Fortich Central Elementary School. The

design thinkers conducted an initial survey, gathering responses from 50 out of 70

teachers teaching at MFCES. To determine the appropriate sample size, they used a

statistical tool called Raosoft Calculator, ensuring the survey results would be

reliable and accurate.

Table 1 presents the results of the pre-survey, focusing on understanding the

baseline levels of student engagement and attention spans before the introduction of

Wordwall-created interactive learning activities.

Table 1. Part 1. Pre-Survey Results of Pre-introduction of Wordwall

Baseline Assessment of Student Engagement and Attention Spans

Section Key Findings

Prevalent Distractions Teachers reported common distractions

like noise, peer interactions, and short

attention spans during traditional

activities.

Varying Engagement Levels Some students showed consistent

engagement, while others struggled

with focus, especially during lengthy or

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repetitive tasks.

Need for Dynamic Learning Teachers expressed a desire for more

interactive and engaging learning

materials to improve student focus.

Table 2. Part 1. Quantitative Data of Pre-introduction of Wordwall

Measure Mean Standard Deviation

Student Engagement 3.2 1.1

Learning Outcomes 75% 12%

Table 3 presents presents the results of the pre-survey, focusing on teachers'

perceptions of Wordwall-generated interactive learning activities. It became easier

for them to maintain the focus of their pupils by utilizing the software in making

instructional materials. This suggests that the tool is highly effective.

Table 3. Part 2. Pre-Survey Results of Post-introduction of Wordwall

Teacher Perceptions of Wordwall-Generated Interactive Learning Activities

Section Key Findings

Positive Student Reception Teachers observed that students

enjoyed using Wordwall activities,

finding them fun and stimulating.

Increased Engagement Students showed increased

participation, asked questions, and

collaborated more during lessons with

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Wordwall activities.

Enhanced Learning Outcomes Teachers noted improved learning

outcomes in vocabulary,

comprehension, and problem-solving

skills.

Potential for Personalized Learning Wordwall's customization options

allowed for tailored activities to meet

diverse learning needs.

Table 4. Part 2. Quantitative Data of Post-introduction of Wordwall

Measure Mean Standard Deviation

Student Engagement 4.5 0.8

Learning Outcomes 82% 10%

DEFINE

Learners at a young age have the inability to focus on sustained periods,

causing a difficulty to engage deeply with academic content. The constant mental

switching and fragmentation diminish their capacity for meaningful learning. As a

result, it negatively affects not only their grades but also their actual understanding

and proficiency in the subject matter (Oaten, 2024). For grade 3 pupils, attention

spans are still developing. They might be able to focus for 10-15 minutes on

something they find interesting, but struggle to maintain attention for longer periods

on tasks they find challenging or boring. Factors like fatigue, boredom, confusion,

and frustration can all shorten a child's attention span. On the other hand, engaging
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activities, clear instructions, and positive reinforcement can help extend it. It's

important to remember that every child is different. Some elementary pupils might

have longer attention spans than others. Teachers and parents should be aware of

these individual differences and adjust learning activities accordingly (Houghton

University, n.d.).

The integration of interactive digital instructional materials in educational

settings has been the focus of various studies, revealing significant benefits for

young learners. Research by Tarigan et al. (2023) indicates that interactive digital

learning modules not only improve academic performance but also enhance memory

retention among students. This aligns with findings from Hoban and Van Ormer

(1970) and Katsioloudis (2000), who emphasize that audio-visual materials can

greatly enhance student engagement and comprehension across different subjects.

Furthermore, digital educational materials positively influence executive functions,

such as attention and memory, which are crucial for effective learning in children.

These insights underscore the potential of digital resources to create a more

engaging learning environment for Grade three pupils (Lieberman, et al., 2009)

The effectiveness of technology in education is further supported by Boozer

and Simon (2020), who argue that implementing technology in classrooms aligns

teaching effectiveness with improved student outcomes. Dergipark et al. (2023) add

that developing instructional materials tailored to various learning styles can boost

educators' self-efficacy, thereby enhancing the overall teaching experience. A

framework proposed by Springer (2021) for evaluating online instructional materials

emphasizes the importance of accessibility and active engagement, which are

essential for capturing the attention of young learners. Additionally, Arnab et al.
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(2012) found that digital tools provide immediate feedback, significantly aiding

students' learning processes and fostering a sense of accomplishment.

Moreover, evidence suggests that integrating technology into education leads

to higher completion rates for assignments, as noted by Hernandez-Julian and

Peters (2012). Katsioloudis (2000) further supports this by demonstrating that visual

learning materials improve retention and comprehension tasks among students.

Finally, Diamond (2012) and Blumberg & Fisch (2013) highlight the customization

capabilities of digital resources, which can be tailored to meet diverse educational

needs. Collectively, these studies illustrate the transformative potential of interactive

digitized instructional materials in addressing the short attention spans of pupils at

Manolo Fortich Central Elementary School, ultimately fostering a more effective and

engaging learning environment.

Through this study, the researchers have identified several key factors

contributing to the short attention spans observed in elementary students:

1. Cognitive Development: Young learners naturally have shorter attention

spans due to their developmental stage, making it challenging for them to

engage with traditional instructional methods.

2. Digital Distractions: The prevalence of digital devices and media in

children's lives has conditioned them to seek constant stimulation, leading

to difficulties in maintaining focus during lessons.

3. Teaching Methods: Conventional teaching approaches often fail to capture

the interest of young learners, resulting in disengagement and reduced

retention of information.
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To better understand the target audience, the researchers have developed

user personas representing various stakeholders involved in elementary education:

1. The Young Learner (Age 6-10): Eager but easily distracted, this persona

struggles to stay engaged during lengthy lessons and benefits from

interactive and visually stimulating materials.

2. The Educator: A teacher who seeks innovative ways to capture students'

attention and enhance learning outcomes while managing diverse

classroom dynamics.

3. The Parent: Concerned about their child's engagement and academic

performance, this persona is interested in supplementary resources that

can support learning at home.

Elementary students often experience difficulties maintaining focus during

traditional instructional methods due to their naturally short attention spans and the

overwhelming presence of digital distractions. There is a need for engaging, digitized

instructional materials that cater specifically to the learning styles of young learners,

fostering sustained attention and enhancing educational outcomes. The researchers

aim to develop digitized instructional materials that utilize interactive elements and

gamification to capture students' interest, incorporate multimedia resources (videos,

animations, quizzes) that cater to various learning preferences, and provide

opportunities for collaborative learning and peer interaction to enhance engagement.

Young learners are often characterized by their limited ability to concentrate

on tasks for extended periods, which hinders their learning process and overall

academic performance. This challenge is exacerbated by the traditional methods of

instruction, which may not align with the evolving preferences and needs of 21st-
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century learners. The advent of digital technologies offers promising avenues to

address this issue. Digitized instructional materials provide interactive, visually

stimulating, and engaging content that can capture and sustain students' attention.

These materials incorporate multimedia elements, such as animations, videos, and

gamified activities, which are proven to enhance cognitive engagement and improve

information retention.

In this research, the primary goal is to explore and develop effective digitized

instructional materials tailored to the unique learning behaviors of elementary

students. By focusing on their cognitive and developmental needs, the project aims

to create tools that not only address attention span challenges but also foster

meaningful learning experiences in the classroom. This phase sets the foundation for

designing a solution that integrates pedagogical strategies with innovative digital

tools, ensuring their relevance and effectiveness in modern education.

The primary objective of this study, "Engaging Young Learners: Developing a

Digitized Instructional Material to Address Elementary Students' Short Attention

Span," is to create effective digitized instructional materials that enhance

engagement and focus among elementary students. This involves addressing the

challenges posed by their naturally short attention spans and the distractions of

digital media. By integrating interactive elements and gamification, the study aims to

foster sustained attention, improve learning outcomes, and cater to diverse learning

styles in young learners.

IDEATE
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The researchers engaged in brainstorming sessions to generate potential

solutions to the challenges faced by elementary school teachers in addressing the

pupils’ short attention span. After conducting a survey among teachers in Manolo

Fortich Central Elementary School, insights were gathered on problem about how to

engage the pupils with the lesson and maintain their attention in class. The

researchers identified five possible solutions that were evaluated.

The five possible solutions considered by the researchers are as follows:

Technology Integration

Teachers can utilize multimedia presentations that combine text, images, and

videos to cater to different learning styles, while gamified learning applications can

make lessons more engaging and interactive. Technology integration facilitates

differentiated instruction, allowing educators to meet the diverse needs of students

by providing tailored resources and activities. The goal of technology integration is to

enrich the learning experience, promote collaboration, and empower students with

essential 21st-century skills necessary for their academic and future success.

Technology integration stands out as an effective way to design digitized

instructional materials that can capture and sustain the attention of elementary

students. Young learners often struggle with focus, so tools like videos, animations,

and interactive quizzes can make lessons more engaging and enjoyable. This

approach is supported by Mayer’s Multimedia Learning Theory (2001), which shows

that combining visuals and audio helps students learn better and stay interested.

Gamification elements, such as earning points, unlocking badges, or completing

challenges, also play a key role by tapping into behaviorism Skinner (1938), which

highlights how rewards and positive feedback encourage students to stay focused
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and engaged. Additionally, adaptive learning technologies, designed to adjust to

each student’s pace and needs, help prevent frustration and cognitive overload as

explained by Cognitive Load Theory (Sweller, 1988).

Sensory Breaks

Sensory breaks can be as simple as a few minutes of stretching, listening to

relaxing music, or doing a quick physical activity. A teacher might include a 5-minute

"brain break" after a 30-minute lecture, during which students can stand up, stretch,

and perform a few jumping jacks. Sensory breaks are brief, structured periods where

students can participate in activities that stimulate their senses and help them

refocus. Students today often struggle with short attention spans, which can be

traced back to mental fatigue and overstimulation. One simple yet effective way to

help students regain focus is by incorporating sensory breaks into the classroom.

These breaks involve activities that engage the senses, such as stretching, deep

breathing, or even squeezing stress balls. Instead of pushing through fatigue,

students are encouraged to take a moment to reset and refresh. Research backs up

the positive impact of sensory breaks. A study from the University of Illinois in 2016

found that short, frequent breaks helped students perform better by reducing mental

overload and allowing them to refocus when they returned to their tasks. Similarly, a

2011 study published in The Journal of Educational Psychology showed that when

students took movement-based breaks, like walking or stretching, their concentration

improved, and they performed better on tasks that required attention. Another study

from the University of Kansas in 2013 found that activities involving physical

movement and tactile engagement helped stimulate the brain, leading to better focus

and memory, especially in younger students. Sensory breaks help students reset

their minds, improve blood flow to the brain, and even manage emotions, all of which
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play a role in restoring attention. When these breaks are built into the school day,

students can stay more engaged and focused, making sensory breaks a valuable

tool in helping students thrive in the classroom.

Active Learning

The teaching methodology concept of "active learning" aims to encourage

student participation in the class rather than merely listening to the teacher. Active

learning is the concept of instruction that focuses on using student-centric instructor-

led activities and instructional methods (Hartikainen et al., 2019). According to

Fritzsimons (2014), being a constructivism-based learning paradigm, active learning-

based strategies criticized the traditional concept of learning wherein the external

sources are considered as the sole medium of providing knowledge to the students.

Targeting the idea of understanding instead of memorizing active learning strategies

are the deep learning approaches. For example- active learning-based instructional

modules create this consciousness among the students that the knowledge is a self-

construction- based concept and each student with this responsibility should work

towards exploring new concepts and understanding them. Engaging pupils in hands-

on, participatory activities that capture their interest and keep them involved in the

learning process. Instead of passively listening, students actively interact with the

material, their peers, and the teacher. Strategies like group discussions, problem-

solving tasks, role-playing, and interactive games make lessons more dynamic and

appealing, helping sustain focus.

Creating a Stimulating Environment

Students' motivation and engagement can be increased in an engaging

educational setting. This involves creating a visually appealing environment with

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vivid colors, captivating images, and comfortable seating. Subject related posters,

student artwork, and motivational sayings could all be used to decorate a classroom.

For teachers, creating a stimulating classroom environment is essential for keeping

students engaged and addressing their short attention spans. A stimulating

environment is not solely about making the classroom look colorful but designing a

space where students feel curious, comfortable, and eager to learn. By incorporating

things such as flexible seating, interactive displays, and hands-on learning stations.

Research highlights how the classroom environment affects learning. For example, a

study published in Building and Environment (2015) found that factors like lighting,

color, and layout can impact how engaged and focused students are. Natural light

and organized, bright spaces have been shown to improve concentration and mood.

Another study by Barrett et al. (2013) revealed that classrooms with student-

centered layouts, such as group seating arrangements, encouraged collaboration

and helped students stay focused during lessons.

Minimize External Distraction

Distractions from outside sources can seriously impair students' ability to

focus. A teacher might use white noise generators or noise-cancelling headphones to

lessen background noise. It's important to control lighting, minimize noise, and

eliminate extraneous visual distractions in order to establish a conducive learning

environment. They could help reduce clutter in the classroom and guarantee proper

illumination. Research shows just how important it is to minimize distractions. For

example, a study published in Frontiers in Psychology (2018) found that too much

noise or visual clutter can overwhelm students and make it harder for them to

concentrate. On the other hand, classrooms with less noise and more organized

spaces helped students focus better and perform well on tasks requiring attention.
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Another study by the University of Salford (2016) found that something as simple as

decluttering walls or arranging materials neatly can have a big impact on how well

students focus and learn. Planning to keep things simple and organized—clear walls,

purposeful displays, and designated spaces for students’ belongings. Making sure

there are rules around noise levels and be thoughtful about how and when

technology is used so it enhances learning rather than distracting from it. By creating

a calm, focused environment, the researchers aim to support teachers in helping

students feel more at ease and ready to learn.

PROTOTYPE

The study recognizes the needs of MFCES teachers’ efficiency in crafting

interactive digitized instructional materials in aiding students’ short attention span. To

address this, the researchers utilized an educational software called “Wordwall.”

With a wide range of templates that cater to different learning styles and objectives,

teachers can create multiple-choice quizzes, flashcards, group sorting activities, and

other interactive exercises that promote active learning. The goal is to provide

teachers a tool to create interactive activities such as quizzes, matching games, and

word searches to capture students' attention through dynamic visuals and game-like

elements, making learning feel more like play rather than a chore.

Wordwall is a website and app that allows teachers to create interactive

games and printed materials for students. It contains variety of templates teachers

can use to create instructional materials. The software was created by a diverse

team of 25 people, founded in the UK, working to make Wordwall convenient and

effective. Its built-in assessment tools allow teachers to track student progress and
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identify areas for improvement through the platform's feedback system. This data-

driven approach helps educators make informed instructional decisions while

providing students with timely feedback on their performance. The platform also

allows teachers to assess student performance in real-time and provides instant

reporting and feedback. Wordwall does not only provide engaging and interactive

activities that teachers can use to sustain student attention and focus, but also

makes activity designing less difficult for educators. Wordwall's activities can be

completed in short bursts, which aligns well with the limited attention spans of many

students. This format allows for frequent breaks in instruction while still providing

meaningful learning experiences. Engaging students in quick, varied tasks helps

sustain their focus and reduces the likelihood of boredom or distraction.

Proposed Prototype

Prototype 1: Maze Chase

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"Maze Chase" is one of the interactive game types available on Wordwall. It

combines elements of quizzes and puzzles, making it an engaging tool for students.

Its key features and functions are as follows:

1. Interactive Learning: Maze Chase allows students to navigate through a

maze by answering questions correctly. Each correct answer helps them

progress further in the maze, which promotes active engagement and

motivation to learn.

2. Customizable Content: Teachers can create Maze Chase games tailored

to specific texts or subjects. This customization enables educators to align

the game with their lesson plans, enhancing its relevance and

effectiveness.

3. Question Types: The game typically involves answering questions related

to a text or topic. For example, after reading a narrative text, students may

be asked comprehension questions that they need to answer correctly to

advance in the maze.

4. Visual Appeal: The design of the Maze Chase game is visually engaging,

which can help capture students' attention and maintain their interest

throughout the learning process.

5. Flexibility in Use: Maze Chase can be utilized in various settings, including

individual practice or guided sessions led by teachers. This flexibility

allows for diverse teaching strategies, catering to different classroom

dynamics.

6. Assessment Tool: Beyond being a learning activity, Maze Chase serves

as an informal assessment tool. Teachers can gauge students'

understanding of the material based on their performance in the game.

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Prototype 2: Whack the Mole

“Whack the Mole” fosters challenge and fun to students. Students are

presented with a series of questions that appear one at a time, similar to the way

moles pop up in the arcade game. Students must answer the questions correctly to

"whack" them back down, and new questions will appear as soon as the previous

one is answered. The image below shows an English activity where students will

identify the word that represents a noun (a word that names a person, place, thing,

or idea). Its key features and functions are as follows:

1. Interactive Gameplay: Players hit moles that appear randomly on the

screen, making the game dynamic and engaging.

2. Customizable Content: Educators can input their own questions or

prompts for the moles, tailoring the game to specific subjects or topics.

3. Visual and Audio Effects: The game includes fun graphics and sound

effects that enhance the user experience and keep players motivated.
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4. Scoring System: Players earn points for each mole they successfully

"whack," adding a competitive element to the gameplay.

5. Time Limit Options: Educators can set a timer for each round, encouraging

quick thinking and decision-making among players.

6. Educational Tool: It serves as a fun way to review material, test

knowledge, or introduce new concepts in a classroom setting.

7. Engagement Booster: The game format encourages participation and can

make learning more enjoyable for students.

8. Feedback Mechanism: Players receive immediate feedback based on their

performance, helping them identify areas for improvement.

9. Versatile Use Cases: Suitable for various subjects including math,

language arts, science, and more, making it adaptable for different

educational needs.