English vocabulary learning performance and brainwave differences: The comparison between gesture-based and conventional word-card

Abstract

Electroencephalogram (EEG) has utilized to measure individual physiological states since each individual’s brain is the seat of cognitive activity, connecting body gesture to express ones’ perceptual and mental imagery. This study explores the effects in preschoolers’ brainwave pattern when learning English by comparing the two learning settings, gesture-based system, and conventional word-cards. The study found that: (1) student are not familiar with using gesture to operate the system, more sufficient learning time is required for children to learn new vocabulary in the gesture-based system; (2) the children aged 4-6 need straightforward pictures that are related to their learning content; and (3) the children have smaller head size, so the sizes of brainwave devices should be considered. That is suggested that more attention should be given on deciding the equipment used when collecting and monitoring children’s brainwave. The limitations and future study of this study are also discussed.