| Autor: |
Fuentes-Martinez VJ; Department of Computer Engineering, Automation and Robotics, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain.; Department of Signal Theory, Telematics and Communications, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain.; Neuroengineering and Computation Lab, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain., Romero S; Department of Computer Engineering, Automation and Robotics, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain.; Neuroengineering and Computation Lab, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain., Lopez-Gordo MA; Department of Signal Theory, Telematics and Communications, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain.; Neuroengineering and Computation Lab, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain., Minguillon J; Department of Signal Theory, Telematics and Communications, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain.; Neuroengineering and Computation Lab, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain., Rodríguez-Álvarez M; Department of Computer Engineering, Automation and Robotics, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain. |
| Abstrakt: |
The level of student attention in class greatly affects their academic performance. Teachers typically rely on visual inspection to react to students' attention in time, but this subjective method leads to inconsistencies across classes. Online education exacerbates the issue as students can turn off cameras and microphones to keep their own privacy. To address this, we present a novel, low-cost EEG-based platform for assessing students' attention and estimating their academic performance. In a study involving 34 secondary school students (aged 14 to 16), participants watched an academic video and answered evaluation questions while their EEG activity was recorded using a commercial headset. The results demonstrate a significant correlation (0.53, p -value = 0.003) between the power spectral density (PSD) of the EEG beta band (12-30 Hz) and students' academic performance. Additionally, there was a notable difference in PSD-beta between high and low academic performers. These findings encourage the use of PSD-beta for the immediate and objective assessment of both the student attention and the subsequent academic performance. The platform offers valuable and objective feedback to teachers, enhancing the effectiveness of both face-to-face and online teaching and learning environments. |
