Murdoch University Research Repository

Welcome to the Murdoch University Research Repository

The Murdoch University Research Repository is an open access digital collection of research
created by Murdoch University staff, researchers and postgraduate students.

Learn more

An empirical examination of the relation between attention and motivation in computer-based education: A modeling approach

Rebolledo-Mendez, G., de Freitas, S., Rojano-Caceres, J.R. and Garcia-Gaona, A.R. (2010) An empirical examination of the relation between attention and motivation in computer-based education: A modeling approach. In: Proceedings of the 23rd International Florida Artificial Intelligence Research Society Conference, FLAIRS-23, 19 - 21 May, Daytona Beach, FL, United States pp. 74-79.

PDF - Published Version
Download (158kB)
Free to read:
*No subscription required


Attention is considered a pre-requisite to achieve greater motivation in the classroom. However, empirical evidence of this relationship in educational setting is scarce since the measurement of attention requires specialized equipment such as clinical electroencephalograms (EEG) or fMR1. With the advent of portable, consumer-oriented EEG it is now possible to estimate levels of attention and shed light onto this relationship in the context of a computer-based educational setting. To that end, students (N=40) interacted for an average of 9.48 minutes (SD = .0018) with an assessment exercise in a virtual world. Participants' attention levels were monitored via a portable EEG and incorporated into an attention model capable of deciding on strategies to correct low levels of attention. The participants' motivation was assessed using a self-reported motivation questionnaire at pre-test and post-test times. The results indicated that students with higher self-reported motivation and self-reported attention answered significantly more correct answers. However, no direct evidence was found of a relation between EEG readings and self-reported attention or self-reported motivation. This suggests student's own perceptions of motivation and attention influence performance. Future work consists of defining new models of attention considering self-perceived attention and motivation as baseline as well as improving the model of attention combining EEG reading with an indication of the students' gaze.

Item Type: Conference Paper
Item Control Page Item Control Page


Downloads per month over past year