Abstract
In recent years, the newly emerging discipline of neuromarketing, which employs brain (emotions and behaviour) research in an organisational context, has grown in prominence in academic and practice literature. With the increasing growth of online teaching, COVID-19 left no option for higher education institutions to go online. As a result, students who attend an online course are more prone to lose focus and attention, resulting in poor academic performance. Therefore, the primary purpose of this study is to observe the learner's behaviour while making use of an online learning platform. This study presents neuromarketing to enhance students' learning performance and motivation in an online classroom. Using a web camera, we used facial coding and eye-tracking techniques to study students' attention, motivation, and interest in an online classroom. In collaboration with Oxford Business College's marketing team, the Institute for Neuromarketing distributed video links via email, a student representative from Oxford Business College, the WhatsApp group, and a newsletter developed explicitly for that purpose to 297 students over the course of five days. To ensure the research was both realistic and feasible, the instructors in the videos were different, and students were randomly allocated to one video link lasting 90 seconds (n=142) and a second one lasting 10 minutes (n=155). An online platform for self-service called Tobii Sticky was used to measure facial coding and eye-tracking. During the 90-second online lecture, participants' gaze behaviour was tracked overtime to gather data on their attention distribution, and emotions were evaluated using facial coding. In contrast, the 10-minute film looked at emotional involvement. The findings show that students lose their listening focus when no supporting visual material or virtual board is used, even during a brief presentation. Furthermore, when they are exposed to a single shareable piece of content for longer than 5.24 minutes, their motivation and mood decline; however, when new shareable material or a class activity is introduced, their motivation and mood rise.
 
 JEL: I20; I21
 
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Highlights
Since the COVID-19, higher education is highly dependent on online learning for students
This study was conducted to watch and evaluate students’ behaviour and motivation in order to understand what was causing their emotional detachment during an online class
The findings may aid in a better understanding of the entire ecosystem of an online learning environment in which increased student engagement and motivation are top priorities
Summary
Since the COVID-19, higher education is highly dependent on online learning for students. The Covid-19 pandemic forced higher education institutions in the UK and worldwide to urgently suspend face-to-face teaching and replace it with online learning (Adedoyin & Soykan, 2020, Qureshi et al, 2020). Effective monitoring and meaningful communication are prerequisites of successful online learning performance (Ferguson & DeFelice, 2010). By addressing this problem, the online learning process can be advanced in several ways. Improving learners' self-regulation, motivation and interaction with their educational experiences is a key concern in online learning. Our study investigates the methods of neuromarketing that can be used during online learning in order to improve students' engagement
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