Effects of Audio and Tactile Biofeedback Based on EEG Attention Levels on University Students’ Relaxation

Abstract

This study aims to examine the effects of audio and tactile biofeedback based on EEG attention levels in anti-phishing education on university students’ relaxation. The study developed an attention feedback system to provide learners with audio and tactile biofeedback by collecting learners’ EEG attention signals and converting them to attention levels. The research method employed a quasi- experimental design. The participants were 90 university students who had no prior anti-phishing learning experiences. A random grouping was adopted to divide the participants into a non-immediate feedback group, an audio-immediate feedback group, and a tactile-immediate feedback group. Each participant was required to wear a portable EEG device that was connected to an attentional feedback system to collect their EEG attention and relaxation signals during the learning activity. After the learning activity, participants were asked to complete a post-activity feedback questionnaire. The results showed that the tactile-immediate feedback group displayed a significantly higher level of relaxation as compared to the audio-immediate feedback group. The study suggests that instructors may consider using tactile-immediate biofeedback based on learners’ attention levels to help regulate attention and improve relaxation in online learning environments.