Attention represents a complex function that is relevant to a multitude of human activities. However, while a lot of research on attention has already been conducted, relatively few studies have focused on university students.

Thus, the primary objective of this study was to investigate the effects of distinct break concepts and durations on the individually perceived attentiveness of university students in lecture contexts. Thereby, a comprehensive approach involving the capture of students’ subjective perceptions via a questionnaire and the measurement of several environmental parameters was taken.

We found that breaks, which may or may not involve physical activity, appeared to improve students’ individually perceived attentiveness significantly, while longer breaks did not show stronger effects than shorter ones. On the other hand, the magnitude of these effects showed to be context-specific and influenced by diverging environmental conditions. Consequently, despite the necessity of additional research, this analysis contributes to an enhanced understanding of attentiveness in a university context.