The implementation of a neuro-feedback attention training curriculum module design and its impact on attention
碩士 === 國立彰化師範大學 === 資訊管理學系所 === 105 === One of the most important factors that influences the effectiveness of learning is attention stability. If methods and techniques of attention enhancement are provided to children in the young stage and subtly integrated into their life habits, this can trigge...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2017
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| Online Access: | http://ndltd.ncl.edu.tw/handle/dmu3yd |
| Summary: | 碩士 === 國立彰化師範大學 === 資訊管理學系所 === 105 === One of the most important factors that influences the effectiveness of learning is attention stability. If methods and techniques of attention enhancement are provided to children in the young stage and subtly integrated into their life habits, this can trigger children’s interests of active learning and will be beneficial to children’s learning performance in the future. This study attempts to introduce neurofeedback technology into the design of the module of attention-training programs and explore its effects on children’s attention and brainwave.
4-6 year old Children were randomly contacted by the researcher. 81 respondents were recruited to participate in the quasi-experiment. Data were collected through EEG evaluating device. The pretest was conducted in the first day of the experiment. Participants were then randomly assigned into two groups. Group A is the control group in which no training is provided. Group B is the experimental group in which 1-2 hours of attention-training programs are provided each week. A post-test was conducted after 30 days of the pretest. Data analyses were conducted. The analyses seek to examine the effectiveness of the attention-training programs with the introduction of neurofeedback technology on children’s attention enhancement and to understand the average level of attention among children of the current time.
The results of the experiment revealed the following. The module of attention-training programs designed by this study have obvious effects. The attention performance of the experimental group is significantly superior to the control group by 20% on average, suggesting that children’s attention tends to stabilize and improves constantly through training. Furthermore, the duration of the attention-training programs positively influences attention performance.
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