Measuring the differences between traditional learning and game-based learning using electroencephalography (EEG) physiologically based methodology

Research output: Contribution to journalArticle

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 languageEnglish
Pages (from-to)221-233
Number of pages13
JournalJournal of Interactive Learning Research
Volume28
Issue number3
Publication statusPublished - 2017 Jul 1

Fingerprint

Electroencephalography
Students
methodology
learning
student
learning performance
knowledge
Values

All Science Journal Classification (ASJC) codes

  • Education
  • Human-Computer Interaction
  • Computer Science Applications

Cite this

@article{3f39d108068d4f06940bed8a24751b80,
title = "Measuring the differences between traditional learning and game-based learning using electroencephalography (EEG) physiologically based methodology",
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.",
author = "Ching-Huei Chen",
year = "2017",
month = "7",
day = "1",
language = "English",
volume = "28",
pages = "221--233",
journal = "Journal of Interactive Learning Research",
issn = "1093-023X",
publisher = "Association for the Advancement of Computing in Education",
number = "3",

}

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.

UR - http://www.scopus.com/inward/record.url?scp=85049606120&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85049606120&partnerID=8YFLogxK

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 -