| Abstract |
| This exploratory study examined differences in university students’ attention and cognitive load as measured by electroencephalography (EEG) under two instructional approaches: student-centered and instructor-centered teaching. To enhance ecological validity, the study was conducted in a routine classroom environment using standard instructional content and a wearable wireless EEG device. Five first-year university students participated in two sessions of a general chemistry lecture, during which High Beta, Theta, and Alpha band power were recorded in real time. Based on these measurements, the Theta/High Beta ratio (TBR) and Theta/Alpha Ratio (TAR) were calculated.
Wilcoxon signed-rank tests indicated that High Beta power, reflecting external attention and sustained focus, was consistently higher during instructor-centered instruction in both sessions. In contrast, Theta power, associated with working memory activation and increased cognitive processing demands or fatigue, was higher during student-centered instruction in both sessions. Higher TBR values, which may reflect increased task demands, difficulties in maintaining attention, or accumulated fatigue, were observed during student-centered instruction in the first session; however, no significant difference was found in the second session. Moreover, no significant differences were observed in TAR, an indicator of task difficulty and cognitive load, between instructional approaches in either session. These findings suggest that students’ neurophysiological responses related to attention and cognitive processing vary according to instructional methods and highlight the potential contribution of EEG-based analyses to future research in educational settings. |
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| Key Words |
| Teaching and Learning Methods, Educational Neuroscience, Electroencephalography, Wearable Devices, Cognition, Attention, 교수-학습법, 교육신경과학, 뇌파, 웨어러블 디바이스, 인지, 주의집중력 |
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