Meta-analysis of effectiveness of electroencephalogram monitoring of sustained attention for improving online learning achievement

Abstract

The conclusions of previous studies have not been consistent regarding the effects of the use of electroencephalogram (EEG) monitoring technology to improve the sustained attention and online learning achievement of students. Therefore, we performed a meta-analysis of the results of nine experimental studies. Results indicate that the combined effect of EEG monitoring during periods of sustained attention was moderately positive in improving students' online learning achievement (value of combined effect in the studies = .52). The greatest impact of EEG monitoring of sustained attention regarding students' online learning achievement was found for an openended design challenge of immersive virtual reality (reminder feedback). No significant difference was found according to education level.