Enhancing classroom attention during Ramadan: The efficacy of instructional videos in sports science education

• Published in: Learning and motivation 2024-02, Vol.85, p.101958, Article 101958
• Main Authors: Trabelsi, Omar, Souissi, Mohamed Abdelkader, Tounsi, Olfa, Bouchiba, Mustapha, Mrayeh, Maher, Scharenberg, Swantje, Gharbi, Adnene
• Format: Article
• Language: English
• Subjects: Classroom teaching; Cognitive functioning; Intermittent fasting; Multimedia learning; Tennis
• ISSN: 0023-9690; 1095-9122
• DOI: 10.1016/j.lmot.2023.101958

Millions of Muslim university students observe Ramadan annually, yet little research explores their classroom experiences amid the distinctive circumstances of this holy month. Addressing this research gap, this study investigates the association between Ramadan observance and classroom attention among sports science students. Additionally, the effectiveness of instructional videos as an intervention was examined. In a crossover design, thirty-six fasting students received exposure to three regular theoretical tennis lessons before Ramadan, three regular lessons during Ramadan, and three lessons incorporating instructional videos during Ramadan. A counterbalancing procedure was implemented to minimize confounders, including the order of exposure, the time of day, and the lesson content. Classroom attention was assessed through self-reporting using digital clickers throughout 50-min lessons. The results revealed a significant increase in attention lapses during regular Ramadan lessons (non-Ramadan: 3.69 ± 2.08 lapses vs. Ramadan: 6.89 ± 2.55 lapses; p