An Assessment of Brain Electrical Activities of Students toward Teacher’s Specific Emotions
In this study, the signal of brain electrical activities of
the sixteen students selected from the Department of Electrical and
Energy at Usak University have been recorded during a lecturer
performed happiness emotions for the first group and anger emotions
for the second group in different time while the groups were in the
classroom separately. The attention and meditation data extracted
from the recorded signals have been analyzed and evaluated toward
the teacher’s specific emotion states simultaneously. Attention levels
of students who are under influence of happiness emotions of the
lecturer have a positive trend and attention levels of students who are
under influence of anger emotions of the lecturer have a negative
trend. The meditation or mental relaxation levels of students who are
under influence of happiness emotions of the lecturer are 34.3%
higher comparing with the mental relaxation levels of students who
are under influence of anger emotions of the lecturer.
[1] R. Potter-Efron, “Calming the Angry Brain: How Understanding the
Way Your Brain Works Can Help You Control Anger and Aggression”.
New Harbinger Publications. eISBN: 9781608821341. pISBN:
9781608821334, 2012.
[2] M. Brígido, A.B. Borrachero, M.L. Bermejo, & V. Mellado,
“Prospective primary teachers’s elfefficacy and emotions in science
teaching”. European Journal of Teacher Education. 36:2. 200-217, 2012.
[3] L. Postareff, & S. Lindblom-Ylänne, “Emotions and confidence within
teaching in higher education”. Studies in Higher Education. Vol. 36, No.
7, 799–813, 2011.
[4] D. Lombardi, & G.M. Sinatra, “Emotions about Teaching about Human
Induced Climate Change”. International Journal of Science Education.
Vol. 35, No. 1, pp. 167–191, 2013.
[5] C. “Steinberg, Assessment as an “emotional practice””. English
Teaching: Practice and Critique. Volume 7, Number 3. pp. 42-64, 2008.
[6] S. Titsworth, M.Q. Margaret, & P.M. Joseph, “Emotion in Teaching and
Learning: Development and Validation of the Classroom Emotions
Scale”. Communication Education. Vol. 59, No. 4, pp. 431-452 , 2010.
[7] J.C.-K. Lee, & H.-B. Yin, “Teachers’ emotions and professional identity
in curriculum reform: A Chinese perspective”. J Educ Change. 12:25–
46, 2011. [8] R. Saunders, “The role of teacher emotions in change: Experiences,
patterns and implications for professional development”. J Educ Change.
14:303–333, 2013.
[9] R.E. Sutton, R.M. Camino, & C.C. Knight, “Teachers’ Emotion
Regulation and Classroom Management”. Theory Into Practice, 48:130–
137, 2009.
[10] H. Bayındır, “An investigation of students’ attitudes towards brain-based
applications in English composition skills II Course: a case study”. The
graduate school of social sciences of Middle East Technical University.
The Degree of Master of arts In Department of foreign language
education, 2003.
[11] L. Napora, “Meditation in Higher Education: The Question of Change, a
Current Problem, and Evidence Toward a Solution”. Biofeedback.
Volume 39, Issue 2, pp. 64–66, 2011.
[12] D. Konza, & J. Pappas, “Peace in the Classroom: Meditation for
Teachers and Students”. The International Journal of the Humanities.
Volume 5, number 11, 2008.
[13] K. Crowley, A. Sliney, I. Pitt, & D. Murphy, “Evaluating a Brain-
Computer Interface to Categorise Human Emotional Response”. 10th
IEEE International Conference on Advanced Learning Technologies.
Page(s): 276 – 278, 2010.
[14] K.-O. An, J.-B. Kim, W.-K. Song & I.-H. Lee, “Development of an
emergency Call System using a Brain Computer Interface (BCI)”.
Proceedings of the 2010 3rd IEEE RAS & EMBS International
Conference on Biomedical Robotics and Biomechatronics. Page(s): 918
– 923, 2010.
[15] F. Bozkurt, H. Coskun, & H. Aydogan, “Effectiveness of Classroom
Lighting Colors Toward Students’ Attention and Meditation Extracted
From Brainwaves”. Journal of Educational and Instructional Studies in
the World, ISSN: 2146-7463,Volume 4, Issue 2, Article 02, 2014.
[16] NeuroSky, “MindWave User Guide”. Retrieved August 5, 2014, from
http://developer.NeuroSky.com/docs/lib/exe/fetch.php?media=mindwav
e_user_guide_en.pdf, 2011.
[1] R. Potter-Efron, “Calming the Angry Brain: How Understanding the
Way Your Brain Works Can Help You Control Anger and Aggression”.
New Harbinger Publications. eISBN: 9781608821341. pISBN:
9781608821334, 2012.
[2] M. Brígido, A.B. Borrachero, M.L. Bermejo, & V. Mellado,
“Prospective primary teachers’s elfefficacy and emotions in science
teaching”. European Journal of Teacher Education. 36:2. 200-217, 2012.
[3] L. Postareff, & S. Lindblom-Ylänne, “Emotions and confidence within
teaching in higher education”. Studies in Higher Education. Vol. 36, No.
7, 799–813, 2011.
[4] D. Lombardi, & G.M. Sinatra, “Emotions about Teaching about Human
Induced Climate Change”. International Journal of Science Education.
Vol. 35, No. 1, pp. 167–191, 2013.
[5] C. “Steinberg, Assessment as an “emotional practice””. English
Teaching: Practice and Critique. Volume 7, Number 3. pp. 42-64, 2008.
[6] S. Titsworth, M.Q. Margaret, & P.M. Joseph, “Emotion in Teaching and
Learning: Development and Validation of the Classroom Emotions
Scale”. Communication Education. Vol. 59, No. 4, pp. 431-452 , 2010.
[7] J.C.-K. Lee, & H.-B. Yin, “Teachers’ emotions and professional identity
in curriculum reform: A Chinese perspective”. J Educ Change. 12:25–
46, 2011. [8] R. Saunders, “The role of teacher emotions in change: Experiences,
patterns and implications for professional development”. J Educ Change.
14:303–333, 2013.
[9] R.E. Sutton, R.M. Camino, & C.C. Knight, “Teachers’ Emotion
Regulation and Classroom Management”. Theory Into Practice, 48:130–
137, 2009.
[10] H. Bayındır, “An investigation of students’ attitudes towards brain-based
applications in English composition skills II Course: a case study”. The
graduate school of social sciences of Middle East Technical University.
The Degree of Master of arts In Department of foreign language
education, 2003.
[11] L. Napora, “Meditation in Higher Education: The Question of Change, a
Current Problem, and Evidence Toward a Solution”. Biofeedback.
Volume 39, Issue 2, pp. 64–66, 2011.
[12] D. Konza, & J. Pappas, “Peace in the Classroom: Meditation for
Teachers and Students”. The International Journal of the Humanities.
Volume 5, number 11, 2008.
[13] K. Crowley, A. Sliney, I. Pitt, & D. Murphy, “Evaluating a Brain-
Computer Interface to Categorise Human Emotional Response”. 10th
IEEE International Conference on Advanced Learning Technologies.
Page(s): 276 – 278, 2010.
[14] K.-O. An, J.-B. Kim, W.-K. Song & I.-H. Lee, “Development of an
emergency Call System using a Brain Computer Interface (BCI)”.
Proceedings of the 2010 3rd IEEE RAS & EMBS International
Conference on Biomedical Robotics and Biomechatronics. Page(s): 918
– 923, 2010.
[15] F. Bozkurt, H. Coskun, & H. Aydogan, “Effectiveness of Classroom
Lighting Colors Toward Students’ Attention and Meditation Extracted
From Brainwaves”. Journal of Educational and Instructional Studies in
the World, ISSN: 2146-7463,Volume 4, Issue 2, Article 02, 2014.
[16] NeuroSky, “MindWave User Guide”. Retrieved August 5, 2014, from
http://developer.NeuroSky.com/docs/lib/exe/fetch.php?media=mindwav
e_user_guide_en.pdf, 2011.
@article{"International Journal of Business, Human and Social Sciences:70520", author = "Hakan Aydogan and Fatih Bozkurt and Huseyin Coskun", title = "An Assessment of Brain Electrical Activities of Students toward Teacher’s Specific Emotions", abstract = "In this study, the signal of brain electrical activities of
the sixteen students selected from the Department of Electrical and
Energy at Usak University have been recorded during a lecturer
performed happiness emotions for the first group and anger emotions
for the second group in different time while the groups were in the
classroom separately. The attention and meditation data extracted
from the recorded signals have been analyzed and evaluated toward
the teacher’s specific emotion states simultaneously. Attention levels
of students who are under influence of happiness emotions of the
lecturer have a positive trend and attention levels of students who are
under influence of anger emotions of the lecturer have a negative
trend. The meditation or mental relaxation levels of students who are
under influence of happiness emotions of the lecturer are 34.3%
higher comparing with the mental relaxation levels of students who
are under influence of anger emotions of the lecturer.", keywords = "Brainwave, attention, meditation, education.", volume = "9", number = "6", pages = "2037-4", }
