Distracted Student Mind-Enhancing Its Focus and Attention Between Undergraduate Students in Tiruchirappalli District

Abstract

Aerobic exercise refers to physical activity that ranges from low to high intensity and predominantly relies on the aerobic energy-generating process. The term aerobic, derived from the Greek words aero (air) and bios (life), signifies processes that require free oxygen. During aerobic exercise, oxygen is utilized to meet the body’s energy demands through aerobic metabolism. Activities performed at light to moderate intensity levels, which are sufficiently supported by this metabolic pathway, can generally be sustained over prolonged periods without rapid onset of fatigue. Aerobic exercise plays a critical role in cardiovascular and respiratory health and is commonly employed in both clinical and fitness settings for its wide-ranging physiological benefits.

In an era where young individuals are continually exposed to evolving communication technologies, their capacity to concentrate and engage in effective learning appears to be diminishing. However, simply removing digital devices such as smart phones often exacerbates anxiety, which in turn further disrupts cognitive processes and academic performance. In response to this challenge, scholars have proposed a range of strategies for educators aimed at enhancing students’ focus and attention. These include techniques for resetting cognitive function, building study stamina, fostering awareness of the critical connection between sleep and learning, minimizing digital interruptions through controlled notifications, and establishing designated screen-free zones to support focused academic work. In the present study, we aim to explore students’ perceptions of major distractions within the classroom setting, based on seventeen internally generated (self-produced) and twenty-four externally induced distraction scenarios.