This study aims to investigate whether the feedback designed based on EEG (electroencephalography) signals and mind-mapping contributes to student attention, performance, and self-efficacy. The EEG headset was used to collect and measure the participant’s attention levels. This study uses a mixed-methods of quasi-experimental design. The participants were 30 graduate students that randomly assigned to the control (non-feedback) group and experimental (with-feedback) group. A random grouping was used to divide the participants into two groups, control and experimental. The participants in experimental group will receive both negative and positive audio feedback. The research finding shows that the participants who receive the feedback had higher attention state and significant influence of self-efficacy compared to those in the groups without feedback. And the feedback does not influence the participant’s performance. Meanwhile, participant’s mind-maps score and performance between the two groups showed no significant influence. This study suggest for future studies, to explore the effect of different types of feedback on students attention.