Portable EEG for assessing attention in educational settings

A scoping review

Bibliographic Data

ID21282263
AuthorsJian-wei Wang (0000-0002-7488-9063, Yangzhou University), Da-Wei Zhang (0000-0002-6862-5627, Monash University Malaysia, corresponding author), Stuart J Johnstone (0000-0001-5380-9952, University of Wollongong)
Year2025
Volume255
Pages104933
Publication date2025-05-01
Open AccessYes
TypeARTICLE
VenueActa Psychologica (JOURNAL)
Journal identifiersISSN: 0001-6918 • E-ISSN: 1873-6297
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.actpsy.2025.104933
PMID40154053
OpenAlexW4408975886
LanguageEN
References cited69

BACKGROUND: Portable EEG provides the opportunity to capture neural correlates of attention in a more naturalistic environment. However, the field is still in its infancy, with varied research aims and methodologies. The current scoping review aims to clarify: (1) the research aims of the studies, (2) the portable EEG collection methodologies, and (3) the EEG measures of attention. METHOD: The review followed the Preferred Reporting Items for Systematic Review and Meta-Analysis - Scoping Review extension. Two authors extracted data items from 45 eligible studies. RESULTS: Three research aims were identified in previous studies: examining the effects of learning-related factors on attention captured by portable EEG (n = 23), developing attention classification algorithms (n = 7) and software for monitoring and promoting attention (n = 10), and verifying the signal quality of EEG derived from portable EEG in attentional tasks (n = 5). The testing sites and tasks were predominantly out-of-lab controlled settings and structured learning materials. To quantify attention, 8 studies employed a theory-driven approach, e.g., using EEG measures based on prior research correlating specific spectral power with attention. In contrast, 37 studies used data-driven approaches, e.g., using spectral power as input features for machine learning models to index attention. DISCUSSION: Portable EEG has been a promising approach to measuring attention in educational settings. Meanwhile, there are challenges and opportunities related to the better translation of cognitive neuroscience research into practice

Cognitive psychology · Electroencephalography · Applied Psychology · EEG and Brain-Computer Interfaces · Mind wandering and attention · Neuroscience · Neuroscience, Education and Cognitive Function · Psychology

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