• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Conference on Innovative Technologies and Learning >Combining EEG Feedback on Student Performance and Self-efficacy
【24h】

Combining EEG Feedback on Student Performance and Self-efficacy

机译：结合EEG反馈与学生表现和自我效能

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

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.
机译：本研究旨在调查基于脑电图（脑电图）信号和思维方式设计的反馈是否有助于学生注意力，性能和自我效能。 EEG耳机用于收集和衡量参与者的注意力水平。本研究采用了准实验设计的混合方法。参与者是30名研究生，随机分配给控制（非反馈）组和实验（用反馈）组。随机分组用于将参与者分成两组，控制和实验。实验组的参与者将收到负面和积极的音频反馈。研究发现表明，与没有反馈的组相比，接受反馈的参与者具有更高的关注状态和自我效能的显着影响。反馈不会影响参与者的表现。与此同时，参与者的思想地图评分和两组之间的性能显示出没有显着影响。本研究表明，未来的研究，探讨不同类型反馈对学生关注的影响。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号