Asian Journal of Research and Reports in Neurology

Attention is a critical factor for academic success in the classroom environment. However, any interruption or distraction can significantly affect students' attention levels. The fundamental challenge for both classroom and online learning is to maintain attention amid distractions or interruptions. The present study is an attempt to assess attention levels in the classroom setting by using EEG on twenty four students.

Objectives: The study assesses the students’ attentiveness in the presence of distractions introduced through the external interruptions during academic lectures and compares distraction-free and manually distracted lectures.

Methods: Pre-frontal EEG powers are utilized to determine the student’s attention index. The significance of attention level variation from non-distracted to distracted lecture and vice versa is tested using one-sample T test at the significance level p<0.05.

Results: Our approach found statistically significant variation in students’ attention during a classroom lecture, when they are manually distracted. The findings reveal that the attention level of students during classroom lectures is affected by distractions and it enhances or deteriorates for different individuals.

Conclusion: The findings suggest that the effect of distractions be considered when assessing students' attention. It also suggests that using distraction during a lecture can provide useful information about a student's attention profile. Students' attention is assessed in this manner for detailed profiling to assist teachers in understanding their cognitive processes and needs. However, the approaches described above are not appropriate for virtual learning environments and can be overwhelming when attempting to understand each student's learning style and academic abilities.