It seems that one of the biggest reasons why students have an aversion to school is the lack of novelty. For so many students, there’s somewhat of a displeasure — or even dread — around school. And often, it seems that this partially is due to the monotony that students face in the classroom.
Let’s be clear — in so many ways, routine can be good, and even necessary. Routine helps us achieve our goals; routine helps us with consistency; and routine helps us break bad habits.
However, on the other side of the coin, too much routine can be trouble when it comes to academic success.
When students get too stuck in their routine, they often have difficulties staying engaged and motivated. And when they don’t get the opportunity to go outside of their routine, the days, over time, blend together.
As a result, this can negatively impact students’ focus, memory, and ultimately, their academic performance.
Why do we want novelty?
Novelty may sound like this momentous concept, but really, ‘novelty’ simply describes something that’s new, and/or unfamiliar.
If you think about it, on so many levels, we love new things.
It seems that innately, we’re drawn to all things new — new clothes, new people, new travel destinations, new movies, and so on.
But why? Is there some evolutionary, or biological, reason for our attraction to novelty?
Turns out, we do have an inherent desire for novelty — and the key player in this dynamic is dopamine.
Novelty and dopamine
We dove into the research, and were excited to learn that novelty does, in fact, come with real benefits that are related to the brain.
If you take away anything from this blog post, it should be that the main ingredient in the relationship between novelty and learning is dopamine. Researchers have long determined that having novel experiences leads to a dopamine release.
Dopamine plays a huge role in our lives — it is linked to feelings of pleasure, satisfaction, and motivation, as well as being involved in memory, mood, sleep, and concentration.
As such, it would be reasonable to presume that novelty — which is related to dopamine — plays a role in students’ learning outcomes.
Research on novelty and dopamine
In an experiment, researchers had subjects view a series of similar images, which were familiar/commonplace. However the researchers threw in a handful of “oddball” images.
Meanwhile, the researchers measured participants’ brain activity using fMRI. They found that the scans showed significant midbrain activity in response to only the new images. This is significant, because the midbrain encompasses the “pleasure centers” of the brain, which are responsible for regulating dopamine levels, and may contribute to learning processes.
With increased levels of dopamine, you feel an increased sense of pleasure, and in addition, more motivation to engage in any given activity or task.
Imagine how you feel after your first time trying something new (perhaps a new activity or hobby) versus how you feel after doing an activity that’s part of your regular routine (maybe a morning walk or a mid-day stretch session).
Likely, the thing that’s new brings you more feelings of excitement, curiosity, and intrigue.
The reticular activating system
To better understand the relationship between novelty and the brain, it’s essential to learn about a critical brain region: the reticular activating system (RAS).
The RAS is essentially the “brain gatekeeper” when it comes to sensory information. That is, the RAS chooses which pieces of information the brain has access to.
Moreover, when the RAS is activated, blood flow to the brain increased. Consequently, this leads to greater alertness and engagement. So basically, when someone’s RAS becomes stimulated, they gain higher levels of focus and motivation.
Indeed, according to research, the RAS is very sensitive to novelty, which stimulates dopamine and promotes curiosity.
In terms of the classroom setting, the RAS may come into play when students come face to face with stressful or angering information in class (“pop quiz tomorrow, everyone!”). Or, on the other hand, when something is notably exciting (an unexpected pizza party).
How does implementing novelty in the classroom benefit students?
In a study at John Hopkins University, researchers found that providing students with new content and/or using new approaches is key to student success. 
The researchers explain that “advanced learners are engaged by novelty…we know from the cognitive science that being invested, emotionally moved, and engaged strengthens and facilitates learning and is one of the best predictors of academic success.”
In their study, students participating in a university-based summer program answered open-ended questions on a program evaluation survey.
The study found that:
- Educators were able to successfully increase students’ engagement by providing content outside the traditional school curriculum. For instance, one math class focused on the theories, formulas, and algorithms behind cryptography (the process of creating code that is protected, where it’s only seen by the intended recipient).
- New learning approaches also helped boost student engagement. (Different instructional methods may include student-led classes, small-group discussions, or game-based learning.)
Novelty and curiosity
If you have the option to choose between familiar and new, often, the new one is going to win. Of course it is! You know less about it — so you have more to uncover.
This is why we wonder about the new movies out and don’t think much about the old movies. It’s why we want to try new restaurants and get sick of going to the same ones. And it’s why we pick out a variety of clothing, instead of purchasing ten of the same exact shirts.
Researchers have proposed that novelty can inspire curiosity and as a result, boost learning, problem solving, and creativity.
By providing novelty in school, educators are opening the doorway for students to tap into their curiosity and thus come to the class with more presence and engagement.
Novelty and memory
As discussed, novelty leads to a dopamine increase. Furthermore, research has suggested that this in turn can improve motivation, which may contribute to memory improvements.
A 2008 study determined that, among participants, recall of words was better after exposure to novel scenes versus familiar scenes.
Similarly, in a 2014 study, subjects participated in a word learning task after exploring both a novel and a familiar environment. The researchers found that recall was better after participants explored the novel environment compared to after they explored the familiar environment.
In yet another study, participants experienced a novel science lesson or music lesson one hour before reading a story. The researchers found that among subjects, there were improvements for long-term memory — however, this was only the case for the novel experiences.
Evidently both indirectly and directly, novelty can improve students’ ability to retain information. memory. And for students, who are studying massive amounts of information that they ultimately must memorize, this can be game changing.
Novelty and mood
Novelty also may have a significant effect on students’ mood — which undeniably impacts their ability to remain engaged and productive in the classroom.
In a 2020 study published in Nature Neuroscience, researchers from the University of New York and the University of Miami tracked the GPS locations of 132 participants for up to four months. During the study, the researchers had each participant report on their emotions every few days.
The researchers found that the people who visited the greatest variety of places reported more positive emotions compared to those who visited fewer places.
Although the relationship between dopamine and mood is complex, researchers evidently have long determined that an increase in dopamine can lead to greater positive emotions. And as we know, novelty, indeed, leads to this dopamine release.
By implementing novelty in the classroom, teachers are potentially helping students release negative emotions. Then, students can tap into positive emotions, and as a result, more effectively engage.
Novelty may also reduce students’ boredom
One of the most challenging moods students experience is boredom. When boredom arrives, it can be difficult to get students back on track.
Indeed, a 2015 study found that when students were bored, there was less motivation to learn, as well as higher levels of disengagement.
According to the researchers who carried out the study, boredom, then, negatively affects academic performance and goals.
One of the primary advantages of novelty is that it rarely allows for boredom. When teachers present a new lesson or activity, students’ curiosity piques, making them more attentive and engaged. This increased awareness not only enhances their participation but also improves their ability to retain information.
How can teachers implement novelty in the classroom?
By making small, simple adjustments, teachers can empower students by introducing novelty into the learning environment.
Bring students to new locations during class.
- I.e., A garden, a park, or the library
Use new strategies in the classroom.
- I.e., Gamification, debates, or peer instruction
Alter the structure of the classroom.
- Teachers can do this by simply teaching from a different location of the room. Or, they can change the desk structure in the class. Additionally, they can try rearranging the classroom decor in the room.
Final thoughts
To create memories, you explore new places with friends; to enrich your life, you adopt new hobbies; to develop your skills, you seek new job opportunities.
The phrase “shiny and new” exists for a reason. Novelty captures our attention and excites us, which makes perfect sense. When we encounter something outside our usual routine, we feel more alive and present.
In the classroom, incorporating novelty can significantly boost student engagement and focus. Consequently, the environment becomes more exciting, dynamic, and productive.
Just as you thrive on novelty, so do students.
