Boosting Student Engagement with CCAF Framework
tl;dr
Problem: Digital-device attention span has dropped to ~40 seconds within just the past 8 years (Duke, 2023).
Solution (for IDs and LDs): Context Challenge Activity Feedback
Dr. Gloria Mark’s research indicates that our screen-based attention spans has dropped from ~75 seconds in 2012 to ~40 seconds in 2020 (Duke, 2023). However, that’s only part of the story. True, there’s a reduction in average attention durations on digital devices, but other things are true too: binge-watching is on the rise (cite), we spend more time on our devices than before (cite), etc. So, what’s the deal?
There are 5 types of attention, and in education:

Information is in abundance, and distractions abound. So, how do Instructional and Learning Designers prevent attention drifting? Answer: Michael Allen’s Content Challenge Activity Feedback (Allens Interactions, 2021).
Context Challenge Activity Feedback
As IDs and LDs, we know behavioral changes require us to define what learners should be able to do by the end, and we know the knowledge learned along the way is a natural part of the scaffolding. CCAF takes it a step further by giving learning a purpose: it wraps activities within the a context and a challenge (or puzzle).
It answers the question why do these things.

1. Context
The situation, or environment, in which learning occurs. Depending on the learning need, this may include some background and relevant circumstances.This way, learners relate to the material and understand its application in real-world scenarios, which provides some motivation. Ideally, create a context the learners are deeply invested in already.
2. Challenge
Allen defines this as the problems or tasks learners must confront within the context. However, I like to frame these as puzzles to solve. The goal is to stimulate critical thinking and problem-solving skills. With meaningful challenges, it stimulates active engagement. Pro-tip: highlight the reward that comes with solving the puzzle. This shifts the mindset from solve this “or else” to the mindset of solve this “and get”.
3. Activity
Defined, specific actions or tasks learners do to solve the challenge. Simulations, deliverables, role-playing, and discussions are some common activities. Bonus, keep learners interactive and collaborative to increase a sense of community among learners.
4. Feedback
Clear feedback that celebrates wins and provides guidance areas that need improvement. I emphasized “need” here because it’s human nature to provide areas of improvement regardless of level of proficiency; things can always be better than what they were. The trick here is to only provide areas of improvement that are necessary. fight the desire to point out every areas of improvement.
Final Thoughts
Philosopher Alasdair MacIntyre, (2007, After Virtue, pp. 216) who called humans “story-telling animals”, believed that our ability to tell stories or place moral identify within contexts and scenarios, is what made us truly human. I like this idea that stories are what give us the human condition. Our brains, which learn by comparing and contrasting new things to what it already knows, build themselves on past context — aka stories and memories.
CCAF creates a story wherein the learner becomes the hero of the story. No wonder it works to prevent someone’s attention from drifting.