Comparison Between Assisted Training and Classical Training in Nonformal Learning Based on Automatic Attention Measurement Using a Neurofeedback Device
Comparison Between Assisted Training and Classical Training in Nonformal Learning Based on Automatic Attention Measurement Using a Neurofeedback Device

Summary/Abstract: The non-formal education consists in the expression of personal interests through the voluntary participation of the young person in activities that are of interest or attract him directly in order either to spend free time in a constructive manner, or to develop personality or to grasp special talents in - an institutionalized framework. Attention is the process that ensures the active orientation of the body to the message selection, the anticipatory reception and executory adjustment, as well as the intermittent focusing. In general, in the educational instructive process, attention is monitored by direct observation of students. A neurofeedback device (mini-electroencephalograph) has been used in our study to measure attention, a Neurosky device called MindWave Mobile 2 designed to record the electrical impulses emanating from different brain areas (areas G for ground and A1/FP1 of the 1020 system - on standardized placement of electrodes on the head for EEG measurements). With the help of the device and its related software, the level of attention has been recorded from several students over multiple lessons for Logic Games subject, first using a classical teaching method, and then using predominantly didactic play, the transmission of learning contents in interdisciplinary ways through computer-assisted instruction or using musical background. The MindWave Mobile 2 headset connects wireless to computer through Bluetooth and, using the built-in electrode, raw EEG power spectrum is analyzed and an integer value per second in interval 0 and 100 is delivered for attention. Distraction, lack of focus, or anxiety can reduce the level attention. To facilitate further input data analysis, we considered the following reference intervals: - under 40 = lack of concentration; - between 40-60 = diffuse attention; - between 60-80 = state of concentration; - between 80-100 = state of maximum concentration. To complete the experiment, we counted, analyzed, and compared the total number of minutes with different levels of attention within each lesson type - classical and computer-assisted instruction - per student, and the resulted data was illustrated in a graph. As a result, it was observed that the average level of attention was increased on the use of assisted training. Through this device, the teacher will know exactly what each student's intellectual effort curve is, when, how, and how much to intervene to resuscitate students' interest in the lesson.

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