An Experimental Brainwave Study On The Effects Of Title Labeling On Attention And Achievement Of Primary School Students

Brain-Computer Interface(BCI)is a cutting-edge technology in the intersection of brain science and computer science.It is a new development trend to understand how the brain learns by analyzing the brain activity state of the learner in the learning process,and then choose the appropriate teaching method.The "Compulsory Education Mathematics Curriculum Standards"(2011 edition)clearly pointed out that in mathematics teaching,we should pay attention to cultivating and developing students' problem-solving ability.Studies have shown that one of the reasons why students make mistakes in solving problems is inattention.The unreasonable setting of the question form has an adverse effect on students' solving applied questions.The "Hygiene Requirements for Primary and Secondary School Textbooks" has detailed regulations on the fonts and font sizes used in all grades of primary schools.However,the current primary schools have confusion in the use of fonts and font sizes.At the same time,attention,as an important psychological mechanism in information processing,is the basis for carrying out learning activities.Brain-computer interface technology is more mature in the field of education for measuring attention.This study takes elementary school mathematics as an example to explore the different effects of brain-computer interface technology.The influence of pupils ' attention and achievement in problem-solving under the topic labeling.First of all,this research puts forward the design basis and design principles of topic labeling methods by combing domestic and foreign documents,and in-depth investigations in the first-line classrooms of primary schools.On this basis,four topic labeling methods(small four text,small three text,small four Number + key word marked text,small three number + key word marked text).Secondly,this research uses the experimental research method,using Mind Wave Mobile brain wave device to conduct an experimental study on the difference in problem-solving performance and attention of 120 students in fifth grade of elementary school,and analyzes the way of topic labeling,knowledge level,and gender for primary school students' attention to problem-solving.And the impact of problem-solving results.Finally,this study uses interviews and case studies to analyze the students' problem-solving process,and conducts an in-depth analysis and discussion on the problem-solving attention and performance differences under the four topic labeling methods.This study draws the following conclusions:(1)The presentation style and knowledge level have an interactive effect on students' attention and performance in solving problems.Under different labeling methods,the problem-solving performance and attention of students with high knowledge levels are higher than those of students with medium and low knowledge levels.(2)There is no significant correlation between gender differences between men and women on students' attention to problem solving and performance.(3)The different labeling methods of the questions are significantly related to the students' attention and problem-solving performance.Under the four labeling methods,the attention and problem-solving scores of the topic form of small three number + key word labeling are the highest.Based on the results of experiments and interviews,this research puts forward the following suggestions: For students with high knowledge levels,it is recommended to use the small three-size labeling method,and for students with medium and low knowledge levels,it is recommended to use the small three-size plus key word labeling method;educators and parents are in the student's Choose fonts and font size printed standard materials on learning materials and reading materials.