The Asian Conference on Education & International Development (ACEID2022)

A Study of Electroencephalography (EEG) and Lego Wedo 2.0 on
the Attention of First Grade Special Needs Students

Fu-Yuan Chiu, and Szu-Min Chiu,
National Tsing Hua University, Taiwan
The purpose of the study was to assess the attention of first-grade special needs students by using EEG and Lego Wedo
2.0. The research subjects are 3 special needs students of the first-grade resource class in an elementary school. There
were ASD student, learning disability student, and ADHD student. The researcher used the EEG system to uniformly
collect the data of attention when these 3 students were classified LEGO Wedo 2.0. The research results are shown as
the followings: 1. These 3 students classified LEGO Wedo 2.0 have attention eSense index of 67, it is slightly higher than
the normal level. According to their high score group of attention, they have no significant difference. 2. These 3 students
classified LEGO Wedo 2.0 have mediation eSense index of 67, it is slightly higher than the normal level. According to theirhigh score group of mediation, ADHD student with a high level of mediation ability accounted for up to 2 to 3 times thatof students with ASD and learning disabilities. 3. Students of different obstacle types have different flow experience (highattention and mediation ). ASD student have most times of flow experience during the intervention period, student withlearning disabilities hava most times of flow experience during the maintenance period, ADHD student hava most timesof flow experience during the baseline period.
Subject A
1st round Mission one

Research Questions
In this study, an electroencephalogram was used to analyze LEGO Wedo2.0's
special needs students in the first grade.
Attention, the research questions are as follows:
1. Discuss the use of special needs students in the WeDo 2.0 Lego building
block classification activity course Digital data collected by anelectroencephalogram (EEG).
2. Using an electroencephalogram (EEG) to explore how students with special
needs are doing WeDo 2.0 Lego sets Changes in attention during woodclassification activity courses.
3. Discuss what kind of situation can improve the attention of students withspecial needs.

Attention

meditation

Linearity(Attention)

Subject B
1st round Mission one

METHOD(1) Research design:
Participating researchers wore an electroencephalogram (EEG) and operated WeDo 2.0
Lego blocks at the same time.
The researchers will use the brain wave system to collect the data on the attention andmeditation of the four students when they operate the WeDo 2.0 Lego bricks for theclassification activities. The classification activities will be designed from easy to difficult
three tasks:
Mission 1: Students classify the corresponding LEGO bricks by referring to the tips of thepicture cards and stickers.
Mission 2: Remove the picture card prompts, students only refer to the sticker prompts
to carry out the corresponding LEGO blocks
Classification.
Mission 3: Ask students to classify according to their personal reasoning ability andworking memory ability.
In the follow-up, the collected data will be analyzed in the form of graphs and tables topresent the state of attention and meditation of the students when they operate theWeDo 2.0 Lego bricks for classification activities. data by brain
Based on wave data, supplemented by qualitative semi-structured interview records,
research and analysis are carried out to understand the state of attention.
(2) Information about research participants (including research participant selectioncriteria):
Similarly, there are three students with special needs in the first grade of a primaryschool in Zhongli District, Taoyuan City.
(3) Data collection, processing, evaluation, and statistical analysis :Collect special needs students with an electroencephalogram in a WeDo 2.0 Legobuilding class activity classCheng Shizhi's attention data, data is mainly based on brain wave data analysis,
supplemented by qualitative semi-structured interview records, for research andanalysis. At the same time, the video of the students in the classification activities isused to understand the attention of the students during the operation.
Based on the results of this study, the researchers come to the following conclusions:
1. WeDo 2.0 Lego bricks classification course activities for first-grade students withspecial needs
There is a positive effect on attention.
2. Using an electroencephalogram (EEG) to explore students with learning disabilities in
WeDo 2.0 Lego blocks
Classified activity courses, when students can master the principles of building blockclassification, their attention will decrease and meditation will Rise.
3. When students with learning disabilities want to confirm the principle of building
block classification, their attention and meditation are also improved.
promote.

Linearity(Attention)

Subject C
1st round Mission one

Attention

Schematic 1
stand-alone operation

Meditation

Linearity(Attention)

Schematic 2
Each mission gives different
levels of hints

Schematic 3
Observe and record subjects’classification strategies