INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
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The Impact of Digital Integration on Attention and Engagement in
Optometry Education: A Student Perspective
Anindya Saha, Subham Sarkar
Medhavi Skills University
DOI:
https://dx.doi.org/10.51584/IJRIAS.2025.10100000119
Received: 10 October 2025; Accepted: 16 October 2025; Published: 12 November 2025
ABSTRACT
The increasing incorporation of digital technologies is fundamentally reshaping optometry education. This paper
investigates the effects of this digital shift on undergraduate optometry students' attention spans and engagement
levels, drawing directly from their experiences. Employing a mixed-methods approach, we analyzed qualitative
and quantitative feedback from students, revealing that while digital platforms enhance accessibility and
interactivity, they also present challenges to sustained attention. The study highlights the significant role of
practical learning, visual aids, and opportunities for self-directed feedback in maintaining student concentration.
Based on these findings, we propose recommendations for the future evolution of the optometry curriculum.
INTRODUCTION
Optometry education, a field that necessitates a strong foundation in both theoretical knowledge and practical
clinical skills, is undergoing a substantial digital transformation. The rapid transition to digital platforms,
particularly accelerated by recent global events, has introduced novel learning opportunities. However, this shift
has also sparked concerns regarding student engagement, notably the ability to maintain focus during digitally
delivered instruction. This research delves into these dynamics, specifically examining them through the lens of
undergraduate optometry students' perceptions and experiences. The importance of clinical skills and
competency development in optometry education, even amidst digital advancements, is well-documented,
especially in contexts where resources may be limited ([1]).
Objectives
This study aimed to:
• Determine the preferred learning methodologies among optometry students within a digitally enriched
educational environment.
• Evaluate the self-reported attention spans of students during digital and hybrid learning sessions.
• Identify correlations between different types of learning content and the level of student engagement.
• Gather student insights and suggestions for the enhancement of current teaching practices.
METHODOLOGY
Sample: The study involved 32 undergraduate students enrolled in an optometry program.
Instrument: A structured questionnaire was administered via Google Forms to collect data.
Data Collection: The questionnaire gathered information on demographics (gender, semester), preferred
learning methods (theory and practical), engagement with various content formats, frequency of digital tool
usage, self-assessed attention span during lectures, satisfaction with current teaching methods, and open-ended
suggestions for improvement.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
www.rsisinternational.org
Page 1353
Key Findings
Preferred Learning Methods:
• Theory: Students indicated a strong preference for live classroom lectures, interactive discussions, and
instructor-provided notes. This aligns with the value placed on direct interaction and expert guidance,
even in a digital age.
• Practical: A significant majority of students favored self-practice opportunities coupled with
constructive feedback and hands-on demonstrations, underscoring the critical importance of experiential
learning in optometry. This finding is consistent with the emphasis on practical training and clinical
exposure in optometry education, as highlighted in studies conducted in various settings, including those
with limited resources ([1]).
Content Presentation and Engagement:
• Approximately 65% of students reported that visual content, such as videos and infographics, was the
most engaging format. This highlights the potential of multimedia resources to capture and maintain
student interest in digital environments.
• Students in later semesters showed a heightened preference for kinesthetic learning activities,
suggesting that as students progress and their clinical understanding deepens, active involvement
becomes increasingly important for their learning.
Attention Span:
The majority of students reported an average attention span of 20–30 minutes during lectures. This self-reported
duration is consistent with contemporary research suggesting a general shortening of attention spans in digitally
mediated environments.
A Gaussian curve, also known as a normal distribution, is often used to represent data that clusters around a
central value. In this case, the x-axis represents the attention span in minutes, and the y-axis represents the
frequency or density of students reporting that attention span. The peak of the curve indicates the most common
attention span, while the spread of the curve indicates the variability in attention spans across the student sample.
A narrow curve would indicate that most students have similar attention spans, while a wider curve would
suggest greater variability.
The shape of the Gaussian curve is symmetrical, with the mean, median, and mode being equal. The "tails" of
the curve extend indefinitely in both directions, but the area under the curve represents the total probability
(which equals 1).
Figure 1: Distribution of Student Attention Spans During Lectures
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
www.rsisinternational.org
Page 1354
The provided graph (Figure 1) visually represents this distribution, with a normal distribution curve peaking
within the 20-30 minute range and a slight left skew indicating a notable proportion of students experiencing
even shorter attention spans.
Digital Tool Usag
• Students who reported using digital platforms like YouTube, Digicampus, and specialized optometry
applications 3–4 times per week indicated higher levels of engagement. This suggests a positive
correlation between regular, purposeful use of digital resources and student involvement.
• A subset of students reported using digital tools "rarely," indicating variability in the adoption and
integration of technology into their learning practices.
Satisfaction and Suggestions:
● Student satisfaction with current teaching methodologies was mixed, with a considerable number
expressing neutral or negative sentiments. This highlights areas needing improvement in the delivery of
optometry education in the digital era.
● Open-ended feedback consistently emphasized the following needs:
○ Increased opportunities for practical demonstrations, reinforcing the importance of visual and
kinesthetic learning.
○ More interactive and project-based learning activities to foster deeper engagement and active
participation, aligning with the principles of active learning strategies that enhance student
understanding ([2]).
○ Enhanced clarity in theoretical instruction, with a stronger emphasis on connecting theoretical
concepts to real-world clinical applications. This underscores the need for pedagogical approaches
that bridge the gap between theory and practice, a key aspect of effective evidence-based practice
education ([3]).
DISCUSSION
The graph above shows the distribution of student attention spans during lectures, with a Gaussian (normal)
distribution curve fitted over the histogram.
Explanation of the Data Distribution:
○ The x-axis represents attention span in minutes (using midpoint values for ranges).
○ The y-axis indicates the density, showing how common each attention span range is among students.
○ The Gaussian (KDE) curve overlays the histogram to highlight the central tendency and spread of data.
Insights from the Curve:
○ The curve peaks around 20–30 minutes, showing most students report that as their average attention
span.
○ There's a slight left skew, indicating a notable number of students also report shorter attention spans
(10–20 minutes or less).
○ Very few students report attention spans exceeding 40 minutes, as seen from the low right tail.
The attention span data indicates that while digital tools enrich learning, they may also fragment concentration.
This supports the hypothesis that digitally enriched environments require restructured lesson durations and
engagement strategies.
Practical application remains a stronghold of effective learning. Visual and kinesthetic tools bridge attention
gaps and allow conceptual anchoring. However, students’ responses reveal a gap between the technology’s
potential and its implementation, suggesting the need for faculty development in digital pedagogy.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
www.rsisinternational.org
Page 1355
CONCLUSION
The integration of digital technologies is undeniably transforming the landscape of optometry education and the
ways in which students interact with learning materials. While digital platforms offer significant advantages in
terms of accessibility and potential for engagement, careful consideration must be given to the impact on student
attention spans and the continued importance of practical experience. Students' feedback advocates for a
balanced, blended approach that synergistically combines the richness of digital resources with hands-on, real-
world training.
RECOMMENDATIONS
Based on the study's findings, we propose the following recommendations for enhancing optometry education
in the digital age:
● Micro-learning modules: Divide lengthy lectures into shorter, focused segments of approximately 20
minutes to better align with students' reported attention spans.
● Active learning integration: Incorporate interactive elements such as quizzes, polls, and reflection
prompts within digital learning sessions to actively involve students and maintain their focus.
● Digital-practical blending: Strategically combine recorded demonstrations of clinical skills with
opportunities for live, supervised practice to bridge the gap between theoretical knowledge and practical
application.
● Faculty training in digital pedagogy: Invest in professional development opportunities for educators
to enhance their skills in utilizing interactive digital platforms and implementing effective online teaching
strategies.
● Routine student feedback mechanisms: Establish regular channels for students to provide feedback on
teaching methodologies and digital resources, allowing for continuous improvement and adaptation of
the curriculum to meet their needs.
REFERENCES
1. Masitha, T., Mapukata, N., &Mashige, K. P. (2024). Optometry students’ experiences of their clinical
training: A qualitative study in a low-resource setting. African Vision and Eye Health, 83(1), a235.
https://doi.org/10.4102/aveh.v83i1.235
2. Melton, G. B. (2019). Teaching Optometry Students How to Study Actively. Optometric Education,
44(3), 128-134.
3. Evans, B. J. W., Allen, P. M., Barrett, B. T., Buckley, R. J., Cassin, B., Clarke, J. R., ... & Woodhouse,
J. M. (2014). Teaching Methods for Evidence-based Practice in Optometry. EU LLP Project: 539643-
LLP-1-2013-1-UK-ERASMUS-EVC.
