Proposal Abstract

This session reports on summarized and analyzed data that was collected through seven semesters and demonstrate the value of two hundred twenty student self-reported perspectives, values, opinions, and observations using fidget toys in the classroom as a behavior modification technique. A multiplicity of in-class distractions detracts contemporary students from the learning process. The researcher initiated the use of fidget toys in the classroom in order to create a positive distraction to help refocus student attention on in-class topics. The fidget toys used were small, squeezable, spongy, hand-held items. A twelve question Likert Rating Scale survey was used to record data. Results suggest that fidget toys were instrumental in refocusing the attention of students who had previously succumbed to distractions to the learning process. The researcher took the perspective of distractions as a drawing away and diversion of students' thoughts, minds, and attention. The intention was to intercept distractions before they evolved into disruptive behavior.

Location

Atrium/Concourse

Publication Type and Release Option

Presentation (Open Access)

 
Mar 8th, 4:00 PM Mar 8th, 5:45 PM

Fidget Toys in the University Classroom

Atrium/Concourse

This session reports on summarized and analyzed data that was collected through seven semesters and demonstrate the value of two hundred twenty student self-reported perspectives, values, opinions, and observations using fidget toys in the classroom as a behavior modification technique. A multiplicity of in-class distractions detracts contemporary students from the learning process. The researcher initiated the use of fidget toys in the classroom in order to create a positive distraction to help refocus student attention on in-class topics. The fidget toys used were small, squeezable, spongy, hand-held items. A twelve question Likert Rating Scale survey was used to record data. Results suggest that fidget toys were instrumental in refocusing the attention of students who had previously succumbed to distractions to the learning process. The researcher took the perspective of distractions as a drawing away and diversion of students' thoughts, minds, and attention. The intention was to intercept distractions before they evolved into disruptive behavior.