Adv Physiol Educ 40: 509–513, 2016;

doi:10.1152/advan.00109.2016. A Personal View

Attention span during lectures: 8 seconds, 10 minutes, or more?

Neil A. Bradbury
Department of Physiology and Biophysics, Chicago Medical School, Rosalind Franklin University of Medicine and Science,
North Chicago, Illinois
Submitted 12 July 2016; accepted in final form 19 October 2016

Bradbury NA. Attention span during lectures: 8 seconds, 10 subject students to a 50-min lecture. Thus many authors would
minutes, or more? Adv Physiol Educ 40: 509 –513, 2016; doi:10.1152/ make the case that a lecture session should last no more than
advan.00109.2016.—In the current climate of curriculum reform, the 10 –15 min to accommodate the biological set point of a
traditional lecture has come under fire for its perceived lack of student’s attention span. In 2015, a study commissioned by
effectiveness. Indeed, several institutions have reduced their lectures
Microsoft and discussed in Time magazine found that the
to 15 min in length based upon the “common knowledge” and

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“consensus” that there is a decline in students’ attention 10 –15 min average attention span was in fact only 8 s. If indeed this is the
into lectures. A review of the literature on this topic reveals many case, then even participating in a 15-min lecture would be
discussions referring to prior studies but scant few primary investi- positively heroic. To place this in perspective, it was reported
gations. Alarmingly, the most often cited source for a rapid decline in in the same Time article, that goldfish, of the piscine rather than
student attention during a lecture barely discusses student attention at snack variety, have an attention span of 9 s, one whole second
all. Of the studies that do attempt to measure attention, many suffer greater than humans! It is perhaps rather premature to opt for
from methodological flaws and subjectivity in data collection. Thus, an 8-s lecture format, as there are many caveats to the Time
the available primary data do not support the concept of a 10- to article, not the least of which is that no one knows how to
15-min attention limit. Interestingly, the most consistent finding from actually measure a goldfish’s attention span. What has been
a literature review is that the greatest variability in student attention
measured is goldfish memory, which, according to researchers
arises from differences between teachers and not from the teaching
format itself. Certainly, even the most interesting material can be in the School of Psychology at the University of Plymouth, is
presented in a dull and dry fashion, and it is the job of the instructor actually quite good (7). Similarly the 8-s attention span for
to enhance their teaching skills to provide not only rich content but humans actually reflects the average time a person will spend
also a satisfying lecture experience for the students. on a web page before looking somewhere else. So thankfully,
we can dispense with the 8-s lecture limit, but we are still left
lecture; attention; note taking; clickers
with the idea that a physiology curriculum should only enter-
tain the concept of a 15-min attention span. However, despite
the perceived and agreed upon wisdom of this time point, are
TED and the Goldfish there actually any data that would support such a thesis?
THE ENORMOUSLY POPULAR TED talks are a series of talks in
which speakers present their ideas on a wide range of topics Genesis of the 10-Min Attention Span
from technology to biomedical research to culture. One key
The academic literature is replete with articles and books
stipulation given to all speakers is that they have a maximum
supporting and propagating the conclusion that lectures should
of 18 min to present their material. The rule dictating 18 min
adhere to the 10- to 15-min attention span that is characteristic
is based on the notion that 18 min is long enough to have a
of modern students. In the book Tools for Teaching, Davis (5)
“serious” presentation but short enough to hold a person’s
states that “...student attention during lectures tends to wane
attention. With the broad spectrum of physiology teaching
after approximately 10 –15 minutes.” Similarly, Wankat (20)
from undergraduate courses to health professional and graduate
argues that “Although student attention is high at the start of a
level courses, should a “TED” approach be widely imple-
lecture, it has reached a low point after 10 –15 minutes.” In
mented in physiology curricula? Since the founding of Western
essays honoring the psychologist Wilbert J. McKeachie, Ben-
universities in the middle of the 11th century, the lecture has
jamin (1) asserts that “When the lecture begins, most students
been the traditional means of passing on knowledge. Indeed,
are paying attention, and for most students that attention lasts
the 50-min lecture still holds sway at many institutions. De-
for about 10 minutes.” Indeed, McKeachie (13), in Teaching
spite nearly a millennium of usage, the established lecture
Tips (8th Ed.), has maintained that “Attention typically in-
format has come under more and more scrutiny. It is criticized
creases from the beginning of the lecture to 10 minutes into the
as being too long to hold a student’s attention based on several
lecture and decreases after that point,” a sentiment still echoed
authors’ claims that a student’s attention span declines precip-
by this author more than 20 yr later in the 14th edition of the
itously after 10 –15 min. Such observations would support the
book (19). Several points are noteworthy regarding these
TED approach of an 18-min limitation. If, as is contended, a
publications. First, all of them agree on a quantitatively precise
student can mentally focus only in 15-min increments, it would
10 –15 min time course for a variable (attention) that is nebu-
seem not only unreasonable but also grossly inefficient to
lous and never quantitatively defined. Second, evidentiary
discussion for such a precise time span is negligible. Third, all
of the above reports do not provide any primary data on
Address for reprint request and other correspondence: N. A. Bradbury, Dept.
of Physiology and Biophysics, Member Master Teacher Guild, Chicago
attention but are content to all cite the same single initial report
Medical School, 3333 Green Bay Rd., North Chicago, IL 60064 (e-mail: as the basis for the 10- to 15-min attention span assertion. For
[email protected]). example, McKeachie (13) states that “Hartley and Davies’
1043-4046/16 Copyright © 2016 The American Physiological Society 509
A Personal View
510 STUDENT ATTENTION SPAN

review of research on attention of students during lecture lecture. Attention span did decline after 20 min, but the decline
reports that attention typically increases from the beginning of was slow and never went below the initial attention level
the lecture to 10 minutes into the lecture and decreases after observed in the first few minutes of the lecture. Interestingly,
that point.” Thus, the propagated concept of a 10- to 15-min although the attention level at the beginning of a lecture was
attention span ultimately appears to rely on a single key not different between second- and fifth-year medical students,
manuscript published in 1978 (10) describing the waning of the attention level observed at the end of the lecture was
attention during a lecture. significantly greater for fifth-year students compared with sec-
ond-year students. Had senior medical students somehow
Note Taking learned to pay more attention in class? Were senior students
acquiring new skills and techniques to enable them to be alert
If all of the citations for a 10- to 15-min attention span
for longer periods of time than their junior colleagues? In
originate with a 1978 article by Hartley and Davies (10), then
reality, a review of the data shows that the entire difference
a thorough examination of this article is clearly warranted.
between second- and fifth-year students was all due to the fact
What is remarkable regarding this publication is that attention
that one class for fifth-year students was taught by an experi-
span is not actually the subject of the article; rather, the subject

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enced lecturer who did not present to second-year students.
of the manuscript is in fact “note taking.” This article itself is
Thus, differences in attention appeared to be related to indi-
also not a primary data source, but it reviews the literature up
vidual lecturers’ teaching styles and not related to the student’s
to that point regarding the taking of notes in class by students.
individual abilities to remain attentive. A finding like this
Although this publication concerns note taking and not atten-
should be axiomatic. We have all experienced lectures where
tion span, perhaps note taking is a reasonable surrogate marker
the lecture has been so awful and jejune that 10 min of lecture
for attention. Indeed, the review by Hartley and Davies (10)
has been 10 min too long, yet for other lecturers 1 h seems
contends that the amount of notes taken declines over the
wholly inadequate.
course of a lecture, consistent with “attention” decline after the
first 10 –15 min of a lecture. Certainly, a review of prior Direct Observation
literature, even work by Hartley and Cameron (9) and Maddox
and Hoole (12), argued for a connection between a 10-min time Johnstone and Percival (11) attempted to evaluate attention
point and a decline in note taking. Unfortunately the decline in span not by utilizing the student’s own evaluations but by
note taking was observed during the last 10 min of the lecture employing two outside observers, whose job it was to watch
and not the first (9, 12). Moreover, the decline in note taking at the class and record the times of perceived attention drift. Out
the end the lecture was not caused by a lack of attention or of 90 lectures given, the lectures “...were attended by at least
mental exhaustion on the part of the student but rather reflected one of us observers,” state the authors. Although gratifying that
a drop in lecture content during the waning few minutes of the at least one of the authors usually turned up to observe the
presentation (12). In fact, the rate of note taking appears to be class, in fact observation by both authors occurred only 13% of
relatively constant throughout the course of a lecture, and the time, with 87% of all subjective data collected by a single
changes in note taking appear to reflect whether the lecturer is observer. Johnstone and Percival (11) reported that attention
making key points rather than student fatigue. However, the dropped during the first 5 min of class, with another attention
question still remains: is note taking a good surrogate for lapse 10 –18 min into the class, a finding seemingly consistent
attention? The answer appears to be no. Hartley and Davies with prior observations. However, there are several problems
(10) concede that there is a waxing and waning in attention with the methodology that raise concerns about the validity of
span during a lecture but that measuring note taking was not an the findings. Although it is stated that when both authors
indicator of attention. Indeed, citing the author’s own work (9) observed the same lecture they were in agreement as to when
and that of Maddox and Hoole (12), Hartley points out that attention lapses occurred, there was no definition as to what
note taking is not necessarily indicative of attention at all. So, was an attention lapse. A person looking away from the teacher
note taking is not a good proxy for attention whatsoever, and may be reflecting on the material and integrating it with prior
even if it were, it does not support a 10- to 15-min limit on work. A student fixedly staring at the teacher may be thinking
student engagement. about last night’s dinner.

Personal Assessment Clickers and Attention

As discussed above, observations of students note taking has Recently, Bunce et al. (4), attempted to address the question
been imputed as a surrogate for student attention. Yet as we of student attention using “clickers.” Nonchemistry majors
have seen, this is unreliable and not even supported by authors taking chemistry classes were asked to self-report using three
who were studying note taking. If note taking is not a useful possibilities: with students asked to press button no. 1 for
metric, then what other approaches can be used to study attention lapses of ⱕ1 min, pressing button no. 2 for attention
student attention spans? A study by Stuart and Rutherford (18) lapses of 2–3 min duration, or pressing button no. 3 for
attempted to discern attention of British medical students by attention lapses ⬎5 min. The authors noted that students did
asking the students themselves what their attention level was not engage in consistent levels of attention but rather went
during a lecture. Every 5 min during a lecture, a buzzer would between phases of attention and inattention throughout the
go off and the students would record their own perceived entire lecture. Interestingly the examples the authors give for
attention level on a 1 to 9 scale. The results showed that attention lapses argue not for deficits in attention but rather for
attention rose rapidly during the first 10 –20 min and then attention directed toward things other than the lecture. As
slowly and steadily declined until the end of the 50-min examples of the kinds of things that were classified as attention

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 A Personal View
STUDENT ATTENTION SPAN 511

lapses, the authors reported that button no. 1 was pressed by there was an observed decline in note taking during the length
students glancing at and paying attention to the clock, button of a lecture. However, the decline in note taking had no impact
no. 2 was pressed by students paying attention to and respond- on the retention of covered material during subsequent evalu-
ing to text messages, and button no. 3 was pressed by students ation. That is not to say that note taking is not an important
paying attention to homework from another class. All of these skill for students to acquire, but as would be expected, it is the
so-called attention lapses are extrinsic to whether a student is quality of the notes being taken, not their quantity, that is
losing attention in the present lecture due to mental fatigue. important. One critical point made by Scerbo et al. (16), which
should be taken into account by teachers, is that written cues
Recall and Retention are recorded more frequently and better retained than state-
ments preceeded by spoken cues. Whether using chalk boards
One of the arguments in favor of a 10- to 15-min lecture is or PowerPoint, the conclusion is clear, that key points should
that material covered in the lecture is not retained during always be highlighted in writing as well as spoken.
lectures lasting ⬎15 min. Data in support of this contention
were presented by Johnstone and Percival (11), who attempted Objective Assessment of Attention Span

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to test knowledge of material covered during an apparent
“attention lapse” during subsequent tests. The authors report As discussed, the concept of attention is somewhat nebulous
that students performed poorly on recall of material covered and the working description for student attention ill-defined.
during an “attention lapse,” a finding that was “....statistically Given the subjective nature of many publications on attention
highly significant.” Yet what statistical analyses were per- assessment, there appears to be clear need for an objective
formed, what method of data collection was utilized, and what determination of student attention, but what physiological
the criterion for significance was were not elaborated upon in variables are amenable to easy and minimally invasive data
the article. McLeish’s report (15) of the work by Trenaman collection? At least two factors can be associated with atten-
argued that there was an inverse relationship between the tion: arousal and motivation. Arousal refers to a general level
length of the lecture and the retention of the material covered of activity and a measure of nonspecific stimulation of a
in that lecture. In these studies, students listened to a recorded student’s cerebral cortex. Heart rate is one indication of arousal
lecture (what would now be called a podcast) and were eval- that is fairly easy to collect. Bligh (2) monitored 16 students’
uated immediately following the lecture on their retention of heart rates every 5 s during a lecture using a pulsemeter. Heart
the material. Trenaman found that students listening to only 15 rates steadily declined by ~14% from the start to end of the
min of lecture had immediate retention of almost 41% of the lecture, with a modest rise toward the end of the lecture.
material compared with students listening to 40 min of mate- Initially, such data would seem to confirm the notion of a
rial, who only retained 20% of the material. Although this steady decline in attention during a lecture. However, Bligh (2)
study might seem to highlight the concept of diminishing found the same decline in heart rate when the teaching format
returns, there are several flaws in the analysis that preclude any was a discussion class, and not a lecture. If heart rate is indeed
hard interpretation of the data. Clearly, more material is cov- a relevant measure of attention, these studies would imply that
ered in a 40-min session compared with a 15-min session, so it a drop in attention during so-called passive learning sessions,
is not surprising that retention percentage is reduced, and this such as a lecture, is no worse than the drop in attention during
can be fully accounted for by the number of testable items active learning sessions, such as group discussions. In addition,
covered in the two sessions. Even if the outcome from this Bligh (2) was unable to find any overall correlation between
study does define an inverse relation between lecture length declining heart rate and retention of covered material. What
and material retention immediately following the lecture, is little correlation did exist showed that student retention of
this in any way a meaningful analysis? No physiology course material (as measured by immediate testing) was highest dur-
director would expect students to immediately take examina- ing the last 20 min of the lecture, when arousal (at least as
tions on the material just covered in a lecture. No one can determined by heart rates) was supposedly at its lowest. The
imagine that immediate testing following exposure to material observation that material covered during the latter half of a
would in any way be a reasonable assessment of learning and lecture is more readily retained is a finding previously noted by
comprehension. Indeed, to do so would likely incite a minor Giles et al. (8). In a study of medical student retention, Giles et
al. (8) found that information presented between the 15- and
revolt, or at least a robust complaint to the Dean. Attempts to
30-min time segments was recalled best, whereas material
replicate Trenaman’s data have not been satisfactory. McLeish
presented during the first 15 min had the worst retention.
(15), utilizing a live lecture format, rather than Trenaman’s
Interestingly, the seating position of the student in the lecture
recorded format, found that there was no difference nor decline
hall had as much impact on material retention as the placement
in retention rates of material between live lectures of 25, 40, or
of material within the lecture. Students sitting at the front,
50 min. It is ironic that in today’s student preference for
middle, and back of the lecture hall scored 80, 71.6, and 68.1%,
listening to recorded rather than live lectures, the most parsi-
respectively, on tests given immediately following the lecture.
monious solution to the difference between Trenaman and
However, these findings likely reflect motivational factors
McLeish’s studies would argue that recorded material is infe-
(another component of attention) that determine where a stu-
rior to live lecture in content retention.
dent sits, rather than the seating position by itself.
This article started by looking at note taking and has mean-
dered to material retention. Therefore, it would seem fitting, to Factors Affecting Attention during Lectures
ask whether there is a correlation between note taking and
content recall. Fortunately, such an analysis was performed by In the book What’s the Use of Lectures?, Bligh (2) outlines
Scerbo et al. (16) in 1992. Consistent with previous reports, several factors affecting attention. The author argues that there

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A Personal View
512 STUDENT ATTENTION SPAN

is no reason that lectures should be “solo performances,” with way to help students acquire new knowledge. Perhaps this
paired faculty dialogues or group presentations being equally comes to the heart of the issue and requires an answer to the
valid. As part of the physiology curriculum in gastrointestinal fundamental question of what is the purpose of a lecture?
physiology at our medical school, one section is devoted to Certainly, one aspect is the conveyance of information, for
pathophysiology. This section is taught in clinical vignettes by which the lecture is an effective method (2). There are mani-
four faculty all in attendance during the lecture session, each fold online sources for information from which the student can
presenting a clinical case in rotation. This seems to be appre- collect; however, determining which sources are reliable or just
ciated by the students and also serves as role modeling for how plain wrong or discerning what information is salient vs.
faculty interacts with each other in a professional manner. minutiae still requires a sage. The quoted dichotomy of “sage-
Similarly, there is no reason why students attending a lecture on-the-stage” vs. “guide-by-the-side” is often used to disparage
cannot be part of the lecture. This is probably best exemplified the lecture format. In reality, this contrast is nothing more than
by the use of “clickers” that allow the students to answer a sophomoric debating sleight, displaying the fallacy of the
questions posed by the teacher. This can give a lecturer false choice. The construct implies that these are the only two
immediate feedback on how well the students are comprehend- options available, yet a minimal amount of thought reveals that

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ing the material. Of course, such two-way dialogue does not this is clearly not the case.
have to rely on electronic devices but can be achieved by Is this article meant to imply that the 50-min lecture is the
verbal responses from the students. Stimulation can also come preeminent or only means of conveying information? Certainly
from auditory and visual cues. One eminently useful aspect of not. Multiple approaches can and should be used to help
the internet is access to incredible graphics and videos. Teach- students not only to remember material but also to have a deep
ers are no longer consigned to devising their own crayon or comprehension of physiological processes and mechanisms
pencil drawings of tissues or organs but can avail themselves of and be able to utilize such knowledge in various applications.
great images (subject to appropriate copyright usage) to illus- However, part of an overall balanced portfolio of instructional
trate dynamic physiological processes. Despite it being an old tools can include the lecture. Indeed, recent studies show that
adage, it is nonetheless still true that a picture is worth a the lecture can be an effective way to help students acquire new
thousand words. Students quickly pick up on the idea that if knowledge and may have benefits over flipped or small group
faculty are unwilling to take the time to provide the best learning (17). In the book Teaching Naked, Bowen (3) articu-
possible graphics for their lectures, then students are unwilling lates aspects of teaching suited particularly for lectures. Lec-
to devote attention and time to that lecture; and who can blame tures are useful for introducing students to content. A quick
them? Attention by students can also be seriously hampered by search on Google for “gastrointestinal physiology,” for exam-
teachers merely reading long tracts of projected text. To the ple, generates 1,400,000 hits. Which of these sites provides
extent that lectures are a performance in front of an audience, accurate information, which of them are relevant to undergrad-
teachers should actively take measures to alter rates of speech, uate students with a minor in physiology, and which of them
cadence, and style. In this regard, watching videos of motiva- are relevant to medical students? It is unlikely that a student
tional speakers can be very illustrative. Equally if not more can adequately assess these options for themselves (at least
illuminating is watching videos of one’s own lectures. This initially). Lectures provide a good entry into a topic; they
allows a teacher to see the lecture from a student’s viewpoint provide context and the level of detail and comprehension that
and can be a great guide for improvements. Although all of the are required for a particular class. These aspects are things that
above aspects of attention and how teachers can impact that rely on a teacher’s accumulated experience and wisdom or,
attention are discussed by Bligh (2), it is curious that Bligh (2) dare one say it, on the teacher being a sage.
omits mentioning student motivation as a critical aspect of If a student can get the identical learning experience viewing
attention. a YouTube video in bed just as they can attending a lecture in
person, why is this assumption not evident in other aspects of
Has the Sun Set on the Day of the Lecture? life? We all have access to virtually unlimited recordings of
music; we are able to watch shows on television when it is
Many arguments have been raised against the utility of the convenient for our schedule. If a virtual experience is indeed
lecture format, although many seem to be straw men, rather identical to a real experience, then no one need go to a live
than reasoning based on findings. Clearly, the notion that music concert, no one need to go to watch a live play or
lectures should be dismissed because students have only a 10- musical, no one need go to hear a distinguished speaker give a
to 15-min attention span is erroneous and has little if any data talk, and no one need attend a football or baseball game at a
to support it. The lecture format has been deemed a “passive” stadium. Yet such venues are often quickly sold out. What is
learning experience, with the current trend in “active” learning different between a live and recorded event is the emotional
being focused on activities such as “flipped teaching” and buy-in. Certainly books, or even videos, can be excellent media
“small problem-solving groups. A further argument against the for conveying content, but a live teacher can inspire a student
lecture approach is that the lecture represents a form of edu- to think more about a subject and delve deeper into content
cational Luddism, which is not student-centered and focusses than can be achieved by passive media alone. Motivational
on the “sage-on-the-stage”. It is informative to look at the speakers know this very well, and many make a remarkably
definition of a sage. Merriam Webster’s dictionary defines sage good living by giving live presentations. Certainly charisma
as “wise through reflection and experience, or characterized by helps in generating excitement about a subject in students, but
wisdom, prudence and good judgement.” It is surprising that probably the biggest aspect of inspiring students is passion for
such qualities are deemed unworthy or passé in a good teacher. the subject on the part of the teacher. Lectures are one place
In fact, recent studies show that the lecture can be an effective where a teacher can model intellectual, personal, and moral

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 A Personal View
STUDENT ATTENTION SPAN 513

values. They are usually one of the few places where students GRANTS
meet faculty in person, allowing students to interact with N. Bradbury is a member of the Master Teacher Guild at the Rosalind
teachers and pose questions; it is critical that faculty acknowl- Franklin University of Medicine and Science. Dr. Bradbury’s research on
edge when they don’t know the answers. In this way, faculty Cystic Fibrosis and Prostate Cancer is supported by a grant from the National
Institutes of Health (1-R01-HL-102208).
can provide a broader education in terms of modeling respect
and care for students. Indeed, Dr. Martin Luther King stated DISCLOSURES
that “...intelligence plus character – that is the goal of true N. Bradbury receives funding from Abbvie Pharmaceuticals.
education.” Lectures can also be used as a platform to allow
AUTHOR CONTRIBUTIONS
questions to be raised that can focus attention on areas of
physiology that are not well worked out. Textbooks by their N.A.B. edited and revised manuscript; N.A.B. approved final version of
manuscript.
very nature are considerably out of date by the time they are
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I thank Dr. Ann Snyder, Associate Professor and Vice Chair of Cellular and Houghton-Mifflin, 2013.
Molecular Pharmacology at the Chicago Medical School, for many helpful 20. Wankat PC. The Effective Efficient Professor: Scholarship and Service.
discussions and encouragement. Boston, MA: Allyn and Bacon, 2002.

Advances in Physiology Education • doi:10.1152/advan.00109.2016 • http://advan.physiology.org