Investigating the Use of Assistive Technology for Students with Low Attention Span

Amid ongoing curriculum reform efforts, the traditional three-hour lecture format has faced significant criticism for its ineffectiveness in maintaining student engagement. In response, many educators have sought to enhance classroom interaction by incorporating more dynamic learning activities. However, they still observe that student attention typically declines after just 10 to 15 minutes. This paper investigates the use of assistive technology (AT) as a means to increase students' attention span in lectures. Drawing from the music therapy techniques designed for adults diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), a 2 x 2 factorial pilot experiment was conducted. Over six sessions, students were randomly assigned to receive a five-page slide presentation with or without background music and lyrics, while a control group served as a baseline. The results indicated that students' attention, as measured by recall rates, improved when background music was played without lyrics. The finding suggests that integrating background music into presentations can enhance student focus and information retention. The paper discusses both the theoretical and practical implications of the results, highlighting how assistive technology can be effectively utilized to transform traditional teaching methods and foster a more engaging learning environment. Ultimately, this research contributes to the ongoing dialogue surrounding curriculum reform and the need for innovative strategies to enhance student learning outcomes.