論文作者

Yu-Feng Huang, Tiffany Chang.

卷號/期號:

摘要:

The paper introduces an innovative model for cultivating personalized attention in educational settings through the integration of advanced technologies and Grey Theory principles. Our 12-week randomized controlled trial with 200 primary school students employed BeneGear (BGA) integrated chips for EEG data analysis, establishing a four-level attention grading standard. Results demonstrated significant improvements in experimental group attention levels (r=0.72, p<0.001), with students progressing from Novice to Beginner level showing an average increase of 5.6 points in math scores. The integration of Grey Theory enhanced predictive capabilities, enabling more accurate forecasting of attention trends and personalized interventions. This framework offers valuable insights for creating sustainable, personalized learning experiences in educational settings.

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