Using a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa

Abstract

Prior studies have indicated that learning mathematics is highly associated with attitudes towards mathematics and emotions like math anxiety. Over the years, strong empirical evidence has emerged, showing that math anxiety has a significant negative effect on mathematics performance. Interestingly enough, some researchers have shown that math anxiety can be trained and reduced. However, the proposed interventions have mostly focused on teachers as oppose to students, while the existing physiological approaches like cognitive behavioural therapy require administration by trained professionals. With recent advancements in technology, low cost commercial brain-computer interface (BCI) devices that can capture human emotions in real time have been developed and can have a potential use in training and reducing math anxiety. In this study, the objective was to determine if using a BCI mathematics educational game can help students to effectively reduce math anxiety. To attain this objective, a within-subjects longitudinal research design with eight data gathering waves was adopted as the primary methodology to ascertain changes in the participant's level of math anxiety across two sessions that took place on separate days. Analysis of data captured across two training sessions with a BCI mathematics educational game showed that math anxiety can be effectively trained and reduced with a BCI. In addition, the results showed that math anxiety has a significant negative impact on mathematics performance which is congruent with prior studies. These findings provide a novel way in which a low cost non-invasive BCI device can be used for educational purposes.