<![CDATA[This study aims to explore patterns of change in the learning behavior and concentration of elementary school students regarding their consumption of short-form video content, using a qualitative approach and phenomenological methods. The research instrument employed in-depth interviews with the study subjects to gain a direct understanding of students’ experiences with short-form video content. The data analysis technique employs the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions, enabling the researcher to transform raw data into meaningful information. The ultimate goal is to produce in-depth research findings, provide a comprehensive understanding of the phenomenon under study, and address the research focus. The results of this study indicate that there are three patterns of behavioral and concentration changes among elementary school students in their consumption of short videos, namely 1) Attention patterns. Characterized by the emergence of distractions and attention easily diverted by the desire to use gadgets. 2) Task switching. Indicating a shift in activity from studying to gadget use during free time, thereby affecting students’ focus on learning. This typically occurs when students are studying at home; when they feel bored or tired, they take a break and use that time to open their gadgets, then resume their study activities after playing with the gadgets. 3) The “instant gratification” aspect, characterized by an interest in short-form video content because it is considered engaging, entertaining, and effective at relieving boredom. Research findings indicate that while short-form video consumption does not always occur directly during learning activities, it still affects concentration by creating an internal urge to return to using electronic devices.]]>
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