Classroom attention is a fundamental cognitive function that is crucial to effective learning and significantly influences academic performance. Recent advances in investigating neural correlates of attention in classroom environments provide insights into underlying neural mechanisms and potentially enhance educational outcomes. This paper presents a scoping review of empirical studies investigating neural activities associated with students’ attention in classroom environments. Based on the 16 studies that we included after systematically searching, five main objectives were identified: (i) examination of neural markers of student attention in classroom environments, (ii) comparison of different learning environments, (iii) comparison of different classroom activities, (iv) data quality examination, and (v) student attention improvement. All selected studies used electroencephalogram (EEG) recording to measure neural activities, primarily using NeuroSky and Emotiv EPOC devices. Researchers measured classroom attention through brain-to-brain synchrony or frequency power. While differences in neural activity across classroom activities were noted, further investigation is needed for consistent results. Most studies focused on university students and had limited sample sizes, though they covered diverse study domains. Overall, while some preliminary results have been identified, there are several concerns regarding the neural measurements of attention used, contradictory findings, lack of verification, and limited sample sizes and techniques. Further studies are recommended to extend our understanding of neural evidence of attention in classroom environments.
Zeng et al. (Wed,) studied this question.