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很多学生都有过这样的经历：复习时想“只看一分钟”短视频，结果半小时后书还没翻开。文章先从这个常见现象切入，再介绍沙特国王大学一项针对 514 名学生的问卷调查：研究者测量了什么、发现了什么。接着说明作者给出的可能解释，以及因果关系也可能反过来。最后交代研究的局限和作者谨慎提出的建议。阅读时可留意 suggests、may、could 如何表示研究结论的边界，以及 however、but、so 如何连接发现与限制。

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Many students know the feeling. They open a short video “just for a minute” during revision, and half an hour later their book is still closed. A new study from Saudi Arabia looks at this common problem. It suggests that students who expect quick pleasure from short videos also report more broken study sessions.

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很多学生都熟悉这种感觉。复习时，他们打开一个短视频，想着“只看一分钟”，结果半小时后书还没翻开。沙特阿拉伯的一项新研究关注了这个常见问题。研究表明，那些期待从短视频中获得快速快乐的学生，也报告了更多被打断的学习时段。

Researchers in the College of Medicine at King Saud University in Riyadh surveyed 514 students between December 2025 and April 2026. The study was published in the journal Frontiers in Psychology. Phone habits were common: 68% said they often or always used a phone while studying, and 58% said they did several things at once.

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利雅得沙特国王大学医学院的研究人员在 2025 年 12 月至 2026 年 4 月间调查了 514 名学生。这项研究发表在《心理学前沿》（Frontiers in Psychology）期刊上。使用手机的习惯很普遍：68% 的学生说他们学习时经常或总是使用手机，58% 的学生说自己会同时做几件事。

The survey measured three things. The first was “reward expectancy”, the belief that short videos bring fast fun, relief from stress or approval from others. The second was how often study time was broken by phone checking or switching to online content. The third was how hard it felt to stay focused on difficult academic work.

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这项调查测量了三方面内容。第一是“奖励预期”，即认为短视频能带来快速的乐趣、缓解压力或获得他人认可的想法。第二是学习时间被查看手机或切换到网络内容打断的频率。第三是专注于困难的学业任务有多难。

About 58% of the students showed a high level of reward expectancy, a third showed a moderate level, and fewer than one in ten scored low. Students with higher scores reported more interrupted study and more trouble concentrating. These links remained after the team took age, sex, level of study and study hours into account. They became weaker, but did not disappear, when phone use and multitasking were also included.

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约 58% 的学生奖励预期处于较高水平，三分之一处于中等水平，不到十分之一得分较低。得分越高的学生，报告的学习中断越多，注意力集中也越困难。在研究团队考虑了年龄、性别、学历层次和学习时长之后，这些关联依然存在。当把手机使用和一心多用也纳入分析时，关联变弱了，但并没有消失。

Why might this happen? The authors offer one possible explanation. Apps such as TikTok and YouTube Shorts give users a new reward every few seconds. After many such rewards, long tasks like reading a textbook may feel dull, so attention drifts more easily. However, the researchers treat this only as an idea that still needs testing. The link could also work the other way: students who already find it hard to concentrate may be drawn to fast clips.

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为什么会这样？作者提出了一种可能的解释。TikTok 和 YouTube Shorts 等应用每隔几秒就给用户一个新的奖励。经历了许多这样的奖励之后，读教科书这类较长的任务可能会显得枯燥，于是注意力更容易分散。不过，研究人员只把这看作一个仍需检验的想法。这种关联也可能反过来成立：本来就难以集中注意力的学生，可能更容易被节奏快的短片吸引。

The study has clear limits. It was a single survey at one university, and all answers came from the students themselves. It measured no brain activity and no exam results. Sleep, anxiety, screen time and workload were not studied either. So the results describe these volunteers, not all students, and they cannot prove cause and effect.

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这项研究有明显的局限。它只是在一所大学进行的一次调查，所有答案都来自学生本人。研究没有测量大脑活动，也没有考察考试成绩。睡眠、焦虑、屏幕使用时间和学业负担也都没有研究。因此，结果描述的只是这些自愿参与者，而不是所有学生，也无法证明因果关系。

Even so, the findings fit earlier research that has linked heavy short-video use to weaker attention. The authors suggest that universities could try programmes that help students manage their attention and cut multitasking while studying. But they say such ideas need proper testing first.

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即便如此，这些发现与早前的研究相符——那些研究把大量观看短视频与注意力变弱联系在一起。作者建议，大学可以尝试开展帮助学生管理注意力、减少学习时一心多用的项目。但他们也表示，这类想法需要先经过恰当的检验。

新闻来源

• Psychreg · Expecting Quick Rewards from Short-Form Videos Linked to Broken Study Sessions Among Saudi Students (1 Nov 2026)
• Frontiers in Psychology · Short-form video reward expectancy, study-session fragmentation, and self-reported deep-work impairment among King Saud University students: a cross-sectional study (2026)

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