| Abstract: | Recent research has demonstrated chewing gum can enhance various cognitive processes associated with learning, but most studies have used cognitive functioning tasks (e.g., selective attention and working memory) as outcomes. Across two experiments, we investigated effects of chewing gum on self‐reports of alertness and test performance following study of realistic educational materials. In Experiment 1 (n = 40), adult participants who chewed gum while studying a 20‐min physiology lesson outperformed a nonchewing condition on subsequent terminology and comprehension tests, but did not report higher levels of postlesson alertness as hypothesised. In Experiment 2 (n = 39), adult participants who chewed gum while studying a 9‐min lesson on a mental mathematics strategy outperformed a nonchewing condition on a subsequent problem‐solving test, whereas also reporting higher levels of postlesson alertness. The results provide initial support for chewing gum while studying realistic educational materials across a range of topics and study durations. |
