Abstract
Students' cognitive states can reflect a learning experience that results in engagement in an activity. In this study, we used electroencephalography (EEG) physiologically based methodology to evaluate students' levels of attention and relaxation, as well as their learning performance within a traditional and game-based learning context. While no significant differences in the values of attention and relaxation between learning contexts were found, the study found that students who were not familiar with the content tended to pay more attention during game-based learning because this learning approach may be radically different from the way they typically learn. The game-based learning approach successfully attracted more attention from students with low prior knowledge. Game-based learning provides learning content and activities that challenge students to concentrate in order to arrive at solutions. The results of this study provide implications that require further investigation.
| Original language | English |
|---|---|
| Pages (from-to) | 221-233 |
| Number of pages | 13 |
| Journal | Journal of Interactive Learning Research |
| Volume | 28 |
| Issue number | 3 |
| Publication status | Published - 2017 Jul 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Human-Computer Interaction
- Computer Science Applications
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Measuring the differences between traditional learning and game-based learning using electroencephalography (EEG) physiologically based methodology. / Chen, Ching-Huei.
In: Journal of Interactive Learning Research, Vol. 28, No. 3, 01.07.2017, p. 221-233.Research output: Contribution to journal › Article
TY - JOUR
T1 - Measuring the differences between traditional learning and game-based learning using electroencephalography (EEG) physiologically based methodology
AU - Chen, Ching-Huei
PY - 2017/7/1
Y1 - 2017/7/1
N2 - Students' cognitive states can reflect a learning experience that results in engagement in an activity. In this study, we used electroencephalography (EEG) physiologically based methodology to evaluate students' levels of attention and relaxation, as well as their learning performance within a traditional and game-based learning context. While no significant differences in the values of attention and relaxation between learning contexts were found, the study found that students who were not familiar with the content tended to pay more attention during game-based learning because this learning approach may be radically different from the way they typically learn. The game-based learning approach successfully attracted more attention from students with low prior knowledge. Game-based learning provides learning content and activities that challenge students to concentrate in order to arrive at solutions. The results of this study provide implications that require further investigation.
AB - Students' cognitive states can reflect a learning experience that results in engagement in an activity. In this study, we used electroencephalography (EEG) physiologically based methodology to evaluate students' levels of attention and relaxation, as well as their learning performance within a traditional and game-based learning context. While no significant differences in the values of attention and relaxation between learning contexts were found, the study found that students who were not familiar with the content tended to pay more attention during game-based learning because this learning approach may be radically different from the way they typically learn. The game-based learning approach successfully attracted more attention from students with low prior knowledge. Game-based learning provides learning content and activities that challenge students to concentrate in order to arrive at solutions. The results of this study provide implications that require further investigation.
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M3 - Article
AN - SCOPUS:85049606120
VL - 28
SP - 221
EP - 233
JO - Journal of Interactive Learning Research
JF - Journal of Interactive Learning Research
SN - 1093-023X
IS - 3
ER -