A Study of Electroencephalography (EEG) and Lego Wedo 2.0 on the Attention of First Grade Special Needs Students

Abstract

The purpose of the study was to assess the Attention of first-grade special needs students by using EEG and Lego Wedo 2.0. The research subjects are 3 special needs students of the first-grade resource class in an elementary school. There were ASD student, learning disability student, and ADHD student. The researcher used the EEG system to uniformly collect the data of Attention when these 3 students were classified LEGO Wedo 2.0. The research results are shown as the followings: 1. These 3 students classified LEGO Wedo 2.0 have Attention eSense index of 67, it is slightly higher than the normal level. According to their high score group of Attention, they have no significant difference. 2. These 3 students classified LEGO Wedo 2.0 have Mediation eSense index of 67, it is slightly higher than the normal level. According to their high score group of Mediation, ADHD student with a high level of Mediation ability accounted for up to 2 to 3 times that of students with ASD and learning disabilities. 3. Students of different obstacle types have different Flow experience (high Attention and Mediation ). ASD student have most times of Flow experience during the Intervention Period, student with learning disabilities hava most times of Flow experience during the Maintenance Period, ADHD student hava most times of Flow experience during the Baseline Period.



Author Information
Fu-Yuan Chiu, National Tsing Hua University, Taiwan
Szu-Min Chiu, National Tsing Hua University, Taiwan

Paper Information
Conference: ACEID2022
Stream: Education & Difference: Gifted Education

This paper is part of the ACEID2022 Conference Proceedings (View)
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To cite this article:
Chiu F., & Chiu S. (2022) A Study of Electroencephalography (EEG) and Lego Wedo 2.0 on the Attention of First Grade Special Needs Students ISSN: 2189-101X – The Asian Conference on Education & International Development 2022 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2022.21
To link to this article: https://doi.org/10.22492/issn.2189-101X.2022.21


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