Effectiveness and Acceptability of Micro‐Breaks to Increase Engagement in Postgraduate Lectures

ABSTRACT This study aimed to assess the utility of a brief micro‐break intervention applied during in‐person lectures for a behavior‐analytic postgraduate course. Micro‐breaks were offered on a fixed‐time 20‐min schedule and compared with “lectures as usual” within one postgraduate course, using an ABAC withdrawal design. Observational data were collected on student engagement, using a rotating momentary time sampling measurement system. Student self‐report data were also collected, including student rankings of preference for different break schedules. Findings suggest that the provision of small, frequent breaks within in‐person university teaching may increase student engagement, alongside improving verbal reports of stress, fatigue, and focus. This preliminary application of a micro‐break intervention to academic instruction is discussed in reference to the utility of this approach, and further avenues for research to demonstrate the applicability and generalizability of this teaching intervention.