Effects of context on the neural correlates of attention in a college classroom.
Effects of context on the neural correlates of attention in a college classroom.
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DOI：
10.1038/s41539-021-00094-8
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发表时间：
2021-07-06
影响因子：
4.2
通讯作者：
Lenartowicz A
中科院分区：
文献类型：
--
作者：
Grammer JK;Xu K;Lenartowicz A
有效支持注意力的活动有可能增加学生学习的机会。然而，很少有人知道教学环境对学生注意力的影响，部分原因是我们在课堂上测量注意力的能力有限，通常基于行为观察和自我报告。为了解决这个问题，我们使用便携式脑电图（EEG）测量神经振荡，以评估学习环境对学生注意力的影响。结果表明，注意力，指数较低的阿尔法功率以及较高的贝塔和伽马功率，是更强的学生发起的活动比教师发起的活动。EEG数据显示不同的模式，在学生的注意力相比，注意力行为的标准化编码。我们的结论是，脑电信号提供了一个强大的工具，了解学生的认知状态的差异，作为一个功能的课堂教学，是无法观察到的行为。
Activities that are effective in supporting attention have the potential to increase opportunities for student learning. However, little is known about the impact of instructional contexts on student attention, in part due to limitations in our ability to measure attention in the classroom, typically based on behavioral observation and self-reports. To address this issue, we used portable electroencephalography (EEG) measurements of neural oscillations to evaluate the effects of learning context on student attention. The results suggest that attention, as indexed by lower alpha power as well as higher beta and gamma power, is stronger during student-initiated activities than teacher-initiated activities. EEG data revealed different patterns in student attention as compared to standardized coding of attentional behaviors. We conclude that EEG signals offer a powerful tool for understanding differences in student cognitive states as a function of classroom instruction that are unobservable from behavior alone.
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