Low-Cognitive-Load Games as Attentional Support: A Scoping Review for Gen Z Learners

Juraj Kovalčík; Magdaléna Švecová; Michal Kabát; Martin Paučin

doi:10.31261/IJREL.2025.11.2.04

Publicado: 2025-12-31

2025

Low-Cognitive-Load Games as Attentional Support: A Scoping Review for Gen Z Learners

Juraj Kovalčík

, Magdaléna Švecová

, Michal Kabát

, Martin Paučin

Sección: Articles

https://doi.org/10.31261/IJREL.2025.11.2.04

Resumen

In an era of constant digital multitasking, Generation Z learners struggle to maintain attention and memory during study and lecture-based learning. Although heavy social media use and technology-driven distractions are linked to poorer academic outcomes, emerging evidence suggests that low-cognitive-load digital activities – such as casual games, electronic fidgets, and brief micro-breaks – may help sustain engagement. This scoping review maps research published between 2010 and 2025 on digital micro-breaks, fidgeting tools, and other low-demand activities in learning and work contexts. Following PRISMA-ScR guidelines, 33 studies across 31 articles were identified through database searching and citation chaining. Evidence shows that short, low-effort, volitional activities can restore attentional resources, reduce fatigue, and improve affect without harming concurrent task performance, especially when compared with more demanding or externally imposed digital interruptions. Micro-break and recovery studies highlight the benefits of brief restorative activities, while research on digital fidgets points to the self-regulatory value of rhythmic, repetitive interactions. Broader work on parallel digital activity emphasises that timing, context, and volition critically shape outcomes. Overall, findings suggest that purposefully designed low-cognitive-load games or tools may act as attentional supports, helping learners resist more disruptive cyberloafing. However, the literature remains fragmented, with inconsistent results for memory and limited research directly focused on educational settings. Future work should trial experimental prototypes of “mindless” mobile games for Gen Z learners, examining task type, timing, and individual differences to determine whether such interventions can enhance learning while mitigating distraction.

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Kovalčík, J., Švecová, M., Kabát, M., & Paučin, M. (2025). Low-Cognitive-Load Games as Attentional Support: A Scoping Review for Gen Z Learners. International Journal of Research in E-Learning, 1–21. https://doi.org/10.31261/IJREL.2025.11.2.04

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Publicado: 2020-07-09

ISSN: 2451-2583

eISSN: 2543-6155

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Low-Cognitive-Load Games as Attentional Support: A Scoping Review for Gen Z Learners

Resumen

Juraj Kovalčík

Magdaléna Švecová

Michal Kabát

Martin Paučin

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