Between reels and reality: A comparative study of classroom behaviour, attention span, and learning preferences among Generation Z and millennial students
DOI:
https://doi.org/10.64171/JSRD.5.S1.158-161Keywords:
Generation Z, Millennials, Digital distraction, Attention span, Classroom behaviour, Higher educationAbstract
The modern classroom has undergone a remarkable transformation over the past decade. Traditional teaching environments now coexist with smartphones, social media platforms, digital learning applications, and instant online communication. This shift has significantly influenced student behaviour, attention patterns, and learning preferences, especially among Generation Z and Millennial learners. While both generations are technologically aware, their relationship with digital engagement differs considerably due to variations in upbringing, exposure to technology, and social environments.
This research paper explores the comparative classroom behaviour of Generation Z and Millennial students, focusing on digital distraction, attention span, participation styles, and learning expectations. The study analyses how digital exposure affects concentration levels, academic engagement, multitasking habits, and classroom interaction. Primary data was collected through structured questionnaires distributed among college students and postgraduate learners from Mumbai-based institutions. The findings reveal that Generation Z students demonstrate higher digital dependency and preference for interactive learning methods, whereas Millennials display relatively stronger tolerance for traditional lecture-based systems.
The paper does not position technology as harmful but instead examines how educational systems must adapt to changing cognitive and behavioural patterns. The study further highlights the need for balanced teaching strategies that combine technological integration with meaningful academic engagement. The research contributes to ongoing discussions regarding modern educational challenges and offers practical recommendations for educators, institutions, and policymakers attempting to bridge generational learning gaps in higher education.
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