This presentation, “Targeted Microactivities and Strategies Maximizing Class Engagement!”, examines the pedagogical value of structured microactivities in undergraduate economics education with the application of collobiractive learning in research on metacognition, retrieval practice, distributed learning, and the primacy–recency effect (Hattie & Yates; Agarwal; Lang), the session demonstrates how brief, intentional learning tasks (5–8 minutes) enhance attention, deepen processing, and strengthen long-term memory formation. Evidence from classroom implementation indicates improved student participation, confidence in discussion, and stronger performance on summative assessments. The session also addresses implementation strategies for both face-to-face and online environments using adaptive release and structured reflection pauses.