Supporting the Attention of Generation Z Through Microactivities in Organisational Learning

In today’s era of uncertainty, marked by rapid technological change, hybrid work models, and generational differences, the need for effective and flexible learning in organisations has become crucial. Despite significant advances in technologies and teaching methods, many monotonous forms of organisational learning still persist, such as mandatory safety (BOZP) or GDPR training, which are insufficiently stimulating for participants and often lead to a loss of attention. This problem is even more pronounced among employees from Generation Z. This paper introduces the concept of microactivities (so-called mindless games) as a potential low-cost intervention to support the maintenance of attention during the learning process. The aim of the paper is to present the research design and methodological framework of a planned experiment to be conducted in a university setting, focusing on the effects of mindless games on participants’ attention during lectures, with the intention of identifying opportunities for innovation in monotonous forms of organisational training. The methodology of the experiment includes both experimental and control groups, with participants’ attention assessed through reaction time tests, memory quizzes, and questionnaires measuring subjective perceptions of fatigue and engagement. The expected outcome of the research is to confirm the potential of these simple microactivities as a tool for sustaining learners’ attention throughout the entire lecture.