Bringing attention restoration theory to the classroom: A tablet app using nature videos to replenish effortful cognition

We developed the Calm Spot app, which displays one, randomly selected two-minute nature video per usage, for the purpose of replenishing children’s focused engagement in the subsequent live educational activities in their classroom. The present report has three aims: 1) To describe the theoretical model and technical features of the Calm Spot intervention, which includes a tablet app, physical space in the classroom, and teacher professional development program; 2) To present usage patterns and feasibility results from the first Calm Spot implementation and 3) To explore whether Calm Spot usage was concentrated among students who need it most, i.e., those with initially greater self-regulation and academic challenges. The Calm Spot was implemented in 115 kindergarten through second grade classrooms (approximately 2300 students) in a high-poverty urban center within the U.S. Hierarchical linear modeling was used to analyze the relationship between app usage data, and children’s performance on the Flanker executive function task, and the Woodcock Johnson applied problems and letter-word sub-tests. A small majority of the sample (≈ 54%) used the Calm Spot regularly. In high usage classrooms, individuals with higher initial individual-level academic performance were more likely to use the Calm Spot, whereas in lower-usage classrooms individuals with lower initial academic performance were more likely to use it. Low usage classrooms may have used the Calm Spot as “triage” for the most inattentive students, yet, the absolute level of use was likely not sufficient to provide compensatory benefits for these students. Ideas for increasing implementation are discussed.