TY - GEN
T1 - Combining EEG Feedback on Student Performance and Self-efficacy
AU - Murti, Astrid Tiara
AU - Wu, Ting Ting
AU - Huang, Yueh Min
N1 - Publisher Copyright:
© 2020, Springer Nature Switzerland AG.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020
Y1 - 2020
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85097548106&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85097548106&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-63885-6_2
DO - 10.1007/978-3-030-63885-6_2
M3 - Conference contribution
AN - SCOPUS:85097548106
SN - 9783030638849
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 13
EP - 22
BT - Innovative Technologies and Learning - Third International Conference, ICITL 2020, Proceedings
A2 - Huang, Tien-Chi
A2 - Wu, Ting-Ting
A2 - Barroso, João
A2 - Sandnes, Frode Eika
A2 - Martins, Paulo
A2 - Huang, Yueh-Min
PB - Springer Science and Business Media Deutschland GmbH
T2 - 3rd International Conference on Innovative Technologies and Learning, ICITL 2020
Y2 - 23 November 2020 through 26 November 2020
ER -