Effects of Academic–Entertainment Task Switching on Attention and Academic Performance Among University Students: An Experimental Study

Students’ academic success depends heavily on their ability to maintain attention while completing tasks efficiently and accurately. Although previous studies have documented the adverse effects of multitasking and frequent interruptions, limited studies have examined the immediate impact of short-term task switching within structured academic settings. This study investigated the effects of task switching between academic tasks and brief entertainment-based activities on students' perceived attention and academic performance. Using a quantitative experimental design with a between-subjects approach, 30 university students were randomly assigned to either a control group (no task switching; n = 15) or an experimental group (task switching; n = 15). Attention was measured through a self-reported Likert-scale questionnaire, while academic performance was assessed using a multiple-choice comprehension test. Results showed that the control group obtained a mean attention score of 39.07, while the experimental group obtained a mean attention score of 34.47. However, the difference was not statistically significant, t(28) = 1.86, p = .074. In terms of academic performance, the control group obtained a mean score of 18.67, whereas the experimental group obtained a mean score of 19.87. The difference was statistically significant, t(28) = -2.23, p = .034, indicating higher performance among respondents exposed to task switching. The findings suggest that structured task switching may be associated with improved academic performance without significantly affecting perceived attention among the respondents in this study. However, these findings should be interpreted with caution due to the relatively small sample size and the use of convenience sampling. The study contributes to the growing body of literature on task switching and learning by providing preliminary evidence that controlled task variation may influence academic outcomes in specific educational contexts. Implications align with Sustainable Development Goal 4 (Quality Education), emphasizing the importance of evidence-based instructional practices that support effective learning strategies.