How well we pay attention while learning is influenced not only by external distractions like background noise but also by internal factors such as how interesting we find the material, according to a study recently published by researchers at Bar-Ilan University.
The research recorded brain activity (EEG) and physiological arousal (skin conductance) from 32 participants as they watched a 35-minute educational video lecture. Segments were presented either in quiet or with background construction sounds, either continuous drilling or intermittent air-hammers. Participants repeatedly rated how interesting they found the content and answered comprehension questions to assess their understanding.
The findings were striking. When participants found the lecture engaging, their brains remained closely synchronized with the speaker’s speech, even when construction noise was present. In contrast, low-interest sections were associated with patterns of brain activity linked to mind-wandering and reduced attention, alongside increased physiological arousal, suggesting that trying to maintain focus on uninteresting material can be taxing. While intermittent noise did create more disruption than continuous noise, overall, the presence of background noise had a smaller effect on neural and physiological measures than the learner’s interest in the content.
“Our brains are not just passive receivers of information; they actively tune in when we find the content meaningful or engaging, even in the middle of chaos,” says Dr. Elana Zion Golumbic, lead researcher. “This suggests that creating compelling, interesting material may be the most effective way to keep students focused, far beyond just controlling noise in the environment.”
In addition to Prof. Golumbic the research team included Orel Levy, Tal Shadi and Adi Korisky from Bar-Ilan University and Martin G. Bleichner from Carl von Ossietzky University in Germany.
This study builds on previous work conducted in immersive virtual reality classrooms and tested whether those findings generalize to 2D video lectures, a format increasingly used in modern education. The research highlights that moment-to-moment engagement is a critical predictor of attention and comprehension. In real-world settings, including noisy urban classrooms, cafes, or homes, controlling environmental distractions is not always feasible.
The research team plans to continue exploring attentional dynamics across controlled labs, virtual reality, and real-world classrooms. They aim to refine neurophysiological measures to track moment-to-moment changes in engagement and better understand how individuals cope with real-world distractions over time.
This work was published in npj Science of Learning and supported by the Israel Science Foundation (ISF) and the German Research Foundation (DFG).
npj Science of Learning
Differential effects of external noise and situational interest on neurophysiological responses during video based learning
22-Dec-2025