We found no difference between groups in invested mental effort or task completion.
This was associated with higher levels of fatigue and distractedness, and lower levels of concentration and motivation compared to those in the systematic conditions. Students had longer study sessions and breaks when self-regulating. In the self-regulated-break condition (n = 35), students self-decided when to take a break in the systematic break conditions, students took either a 6-min break after every 24-min study block (systematic-long or 'Pomodoro technique', n = 25) or a 3-min break after every 12-min study block (systematic-short, n = 27). Students participated in an online intervention during their self-study.
We investigated the effects of taking systematic or self-regulated breaks on mental effort, task experiences and task completion in real-life study sessions for 1 day.Įighty-seven bachelor's and master's students from a Dutch University. However, little is known about how breaktaking relates to self-regulated learning. Taking breaks during self-study could be an effective effort regulation strategy. During self-study, students need to monitor and regulate mental effort to replete working memory resources and optimize learning results.
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