Low-Cognitive-Load Games as Attentional Support: A Scoping Review for Gen Z Learners
Low-Cognitive-Load Games as Attentional Support: A Scoping Review for Gen Z Learners

Summary/Abstract: In an era of constant digital multitasking, Generation Z learners struggle tomaintain attention and memory during study and lecture-based learning. Althoughheavy social media use and technology-driven distractions are linked to pooreracademic outcomes, emerging evidence suggests that low-cognitive-load digitalactivities – such as casual games, electronic fidgets, and brief micro-breaks – mayhelp sustain engagement. This scoping review maps research published between2010 and 2025 on digital micro-breaks, fidgeting tools, and other low-demandactivities in learning and work contexts. Following PRISMA-ScR guidelines,33 studies across 31 articles were identified through database searching and citationchaining. Evidence shows that short, low-effort, volitional activities can restoreattentional resources, reduce fatigue, and improve affect without harming concurrenttask performance, especially when compared with more demanding or externallyimposed digital interruptions. Micro-break and recovery studies highlightthe benefits of brief restorative activities, while research on digital fidgets pointsto the self-regulatory value of rhythmic, repetitive interactions. Broader work onparallel digital activity emphasises that timing, context, and volition critically shapeoutcomes. Overall, findings suggest that purposefully designed low-cognitive-loadgames or tools may act as attentional supports, helping learners resist more disruptivecyberloafing. However, the literature remains fragmented, with inconsistentresults for memory and limited research directly focused on educational settings.Future work should trial experimental prototypes of “mindless” mobile games forGen Z learners, examining task type, timing, and individual differences to determinewhether such interventions can enhance learning while mitigating distraction.

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