An English Diagnosis and Review System Based on Brainwave Attention Recognition Technology for the Paper-Based Learning Context with Digital-Pen Support

Abstract

Since English is the most important second language, how to help students learn English through appropriate technology is a critical issue in non-English speaking countries. In this work, a digital pen and paper interaction platform (DPPIP) with an attention recognition and review mechanism (ARRM), which is based on brainwave detection, is designed to assist the lesson review of learners while reading paper-based English texts, and thereby promotes learning performance of English-language. In total, 108 students at a commercial and industrial vocational high school in New Taipei City, Taiwan, are the participants. All participants are males, and the participants ages ranged from 17 to 18 years. The experimental group utilizes the DPPIP with ARRM support to learning of English texts, whereas the control group uses the DPPIP with the autonomous review mechanism (ARM), not supported by the ARRM, while reading English-language texts. Experimental results show that learning performance of the experimental group is better than those of the control group. Furthermore, the effects of different cognitive styles, different learning abilities and different attention levels of learners between the two groups on the learning performance and reviewed attention on the lessons are also studied. The results show that for the field-dependent learners using the DPPIP with ARRM support promote the learning performance more than those field-dependent learners who using the DPPIP with ARM support. Moreover, for the low-ability learners in the experimental group (with ARRM support) have better learning performance than those learners in the control group (without ARRM support). Additionally, for the high-attention learners in the experimental group have better learning performance and reviewed attention on the lessons than those learners in the control group. Finally, in both groups the learning performance of high-ability learners is significantly better than the ones with low-ability learners.