DYNAMIC EFFECTS OF STUDENTS’ ATTENTION CONCENTRATION AT DISTANCE LEARNING CONDITIONS DURING MARTIAL LAW

Abstract

The article examines changes in students’ concentration during distance lectures. The effects of the language of instruction, students’ motivation, as well as their subjective assessment of the usefulness of the knowledge they receive, and the contribution of the teacher’s oratorical qualities (timbre, voice power, changes in the pace and volume of speech) are studied. Using the basic psychophysical laws, a two-dimensional psychological space is constructed and based on the description of the effects of attention generation and dissipation, a mathematical (phenomenological) model of the dynamics of attention depending on volume and timbre is proposed, and its identification is carried out based on processing large-scale empirical data of the Alfred Nobel University. The problems of further development of ideas about the construction of a multidimensional psychological profile where external arousal occurs are separately considered. The data on the influence of the language of instruction on the dynamic effects of students’ concentration are obtained, and the mechanisms of influence of other factors outside the psychological profile are considered. Statistical comparisons of empirical data obtained under different conditions are carried out, based on which it was concluded that the transition to English as the language of instruction objectively leads to a lengthening of the period of concentration of students’ attention during distance learning.