Portable EEG for assessing attention in educational settings: A scoping review

BACKGROUND: Portable EEG provides the opportunity to capture neural correlates of attention in a more naturalistic environment. However, the field is still in its infancy, with varied research aims and methodologies. The current scoping review aims to clarify: (1) the research aims of the studies, (2) the portable EEG collection methodologies, and (3) the EEG measures of attention.

METHOD: The review followed the Preferred Reporting Items for Systematic Review and Meta-Analysis - Scoping Review extension. Two authors extracted data items from 45 eligible studies.

RESULTS: Three research aims were identified in previous studies: examining the effects of learning-related factors on attention captured by portable EEG (n = 23), developing attention classification algorithms (n = 7) and software for monitoring and promoting attention (n = 10), and verifying the signal quality of EEG derived from portable EEG in attentional tasks (n = 5). The testing sites and tasks were predominantly out-of-lab controlled settings and structured learning materials. To quantify attention, 8 studies employed a theory-driven approach, e.g., using EEG measures based on prior research correlating specific spectral power with attention. In contrast, 37 studies used data-driven approaches, e.g., using spectral power as input features for machine learning models to index attention.

DISCUSSION: Portable EEG has been a promising approach to measuring attention in educational settings. Meanwhile, there are challenges and opportunities related to the better translation of cognitive neuroscience research into practice.