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如今，很多大学生既上线上课，也上线下课。线上课省去了路上的时间，但学生学到的是否一样多？10 月 23 日，西班牙内夫里哈大学（Universidad Nebrija）、马德里欧洲大学（Universidad Europea）和马德里康普顿斯大学（Universidad Complutense de Madrid）的研究者在《当代心理学》（Current Psychology）期刊上发表了一项研究。他们没有把学生带进实验室，而是在真实的大学课程中比较线上和线下两种授课方式，考察注意力、学习动力和情绪与学习效果的关系；注意力在每节课中分八个时间点测量。结果显示，线上课的学生对讲课内容记得更少，注意力和学习动力也更低。把各项因素放在一起分析时，只有注意力能显著预测学生记住了多少内容，约可解释 11%–12% 的差异；学习动力则通过影响注意力间接起作用。另一个值得注意的发现是：线上学生周围的环境干扰（如家中噪音）和屏幕上的数字干扰更多，但他们走神的频率与线下学生相同——问题不在于学生更爱“发呆”，而在于环境把注意力拉走了。作者也强调，这是在真实课程中进行的观察性研究，只能说明存在关联，不能证明线上教学本身导致学习效果变差。论文页面没有在摘要中给出参与人数，本文也不作推测。文章按“常见疑问—研究设计—主要发现—干扰与走神的对比—研究局限—启示”展开，阅读时可留意 however、yet、in other words、because、rather than 如何连接转折、解释和对比，以及 may、suggests、links, not proof 等如何限定结论。

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Today, many university students take some of their classes online and others in a classroom. Online lectures save travel time, and students can join from home. But do they learn as much? A new study from Spain suggests that the answer may depend on one thing above all: attention.

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如今，很多大学生一部分课在网上上，另一部分在教室里上。线上课节省了路上的时间，学生在家就能参加。但他们学到的一样多吗？西班牙的一项新研究表明，答案可能首先取决于一件事：注意力。

The study was published in the journal Current Psychology on October 23. Researchers from Nebrija University, the European University of Madrid and Complutense University of Madrid wanted to know how attention, motivation and emotion are linked to learning. Instead of testing students in a laboratory, they studied real university lectures, some taught online and some taught in person.

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这项研究于 10 月 23 日发表在《当代心理学》（Current Psychology）期刊上。来自内夫里哈大学、马德里欧洲大学和马德里康普顿斯大学的研究者想了解，注意力、学习动力和情绪与学习之间有怎样的联系。他们没有在实验室里测试学生，而是研究了真实的大学讲课，其中一些在线上进行，一些在线下进行。

The team compared the two kinds of classes in several ways. They checked how much lecture material students could remember, and they also measured how focused, motivated and emotional the students felt. Attention was measured at eight different points during each lecture, so the researchers could follow how it changed over time.

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研究团队从几个方面比较了这两类课堂。他们检查了学生能记住多少讲课内容，也测量了学生感到多专注、多有动力以及情绪状态如何。注意力在每节课中的八个不同时间点进行测量，因此研究者可以追踪它随时间的变化。

The online classes did worse on three measures. Students remembered less of the material, paid less attention and felt less motivated than students in the classroom. When the team looked at all the factors together, however, only attention clearly predicted how much students remembered. It explained about 11 to 12 percent of the difference in memory. Motivation still mattered, but in a less direct way: students who felt more motivated tended to pay more attention.

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线上课在三项指标上表现更差。与教室里的学生相比，线上学生记住的内容更少，注意力更低，学习动力也更弱。不过，当团队把所有因素放在一起分析时，只有注意力能明确预测学生记住了多少内容，它约可解释记忆差异中的 11% 到 12%。学习动力仍然重要，但作用方式没那么直接：动力更强的学生往往注意力更集中。

One result was especially interesting. Online students faced more distractions around them, such as noise at home, and more digital ones on their screens. Yet their minds did not wander more often than those of students in the classroom. In other words, the problem was not that online students were simply daydreaming. Their surroundings seemed to pull their attention away.

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有一个结果尤其值得注意。线上学生面临更多来自周围环境的干扰，例如家中的噪音，屏幕上的数字干扰也更多。然而，他们走神的频率并不比教室里的学生高。换句话说，问题并不只是线上学生在发呆，而是周围环境似乎把他们的注意力拉走了。

The researchers are careful about what their work can show. Because they studied real courses rather than running a controlled experiment, the results describe links, not proof that online teaching itself causes weaker learning. Other differences between the two groups may also play a part.

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研究者对这项研究能说明什么很谨慎。因为他们研究的是真实课程，而不是进行受控实验，所以结果描述的是关联，并不能证明线上教学本身导致学习效果变差。两组之间的其他差异也可能产生影响。

Still, the authors believe the findings point to a practical goal. If attention is the key link between a class and what students remember, then online classes may improve when teachers find better ways to hold students’ attention. For many students, that is where learning begins.

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尽管如此，作者认为这些发现指向一个切实可行的目标。如果注意力是连接课堂与学生记忆的关键，那么当教师找到更好的办法吸引学生的注意力时，线上课的效果可能会提高。对许多学生来说，学习正是从这里开始的。

新闻来源

• Current Psychology · The impact of emotion, motivation and attention in online and in person learning (Poch, Buades, Camuñas & Hinojosa, published 23 Oct 2026)
• Scienmag · Online Classes Show Lower Attention, Motivation and Retention in University Students (24 Oct 2026)

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