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dc.contributor.authorSun, Jerry Chih-Yuanen_US
dc.contributor.authorYeh, Katherine Pin-Chenen_US
dc.date.accessioned2017-04-21T06:55:10Z-
dc.date.available2017-04-21T06:55:10Z-
dc.date.issued2017-03en_US
dc.identifier.issn0360-1315en_US
dc.identifier.urihttp://dx.doi.org/10.1016/j.compedu.2016.12.003en_US
dc.identifier.urihttp://hdl.handle.net/11536/133023-
dc.description.abstractThis study investigated the effects of attention monitoring with EEG biofeedback on university students\' attention and self-efficacy for learning. This study employed a quasi experimental design, collecting both qualitative and quantitative data. The instruments included an EEG sensor to collect learners\' attention levels, the self-efficacy scale from the MSLQ an anti-phishing achievement test, and an open-ended questionnaire. The participants were 80 university students. A stage-random grouping was adopted to divide the participants into a control group and an experimental group, with 40 participants in each group. The attention monitoring system was developed to monitor anti-phishing learners\' attention levels for both the control and the experimental group, and to provide EEG biofeedback for the experimental group when low attention was detected. The results showed no significant differences in learners\' self-efficacy and achievement between the two groups. However, there were significant effects on overall attention when EEG biofeedback was provided. This study found that the types (e.g., auditory or visual, positive or negative) of EEG biofeedback and the selection of the course topics may influence learner\'s attention, self-efficacy, and learning achievement. This study suggests that when conducting similar studies, it is important to consider the types of EEG biofeedback, the selection of the course topics, and integrating encouraging elements into negative feedback to increase learning outcomes using such a system. (C) 2016 Elsevier Ltd. All rights reserved.en_US
dc.language.isoen_USen_US
dc.subjectTeaching/learning strategiesen_US
dc.subjectInteractive learning environmentsen_US
dc.subjectArchitectures for educational technology systemsen_US
dc.subjectIntelligent tutoring systemsen_US
dc.titleThe effects of attention monitoring with EEG biofeedback on university students\' attention and self-efficacy: The case of anti-phishing instructional materialsen_US
dc.identifier.doi10.1016/j.compedu.2016.12.003en_US
dc.identifier.journalCOMPUTERS & EDUCATIONen_US
dc.citation.volume106en_US
dc.citation.spage73en_US
dc.citation.epage82en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000392038300007en_US
Appears in Collections:Articles