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Fig. 15
The high-
amplitude gamma activity
during mental training: (
a
)
raw electroencephalographic
signals, (
b
)timecourseof
gamma activity power, and
(
c
)timecourseofsubjects
'
cross hemisphere synchrony
between 25 and 42 Hz (Lutz
et al.,
2004
)
6 Gender Differences in Affective Reflections
in Computer-Based Learning and Assessment
Assessment is an important part in the education domain to evaluate students
'
learning achievement, and a self-assessment test system is typically considered as
an effective instructional strategy for training students to evaluate their own
learning progress and helping them prepare to face anxiety or other affective states
during tests (Liu et al.,
2013
a; Moridis & Economides,
2012
). Many previous
studies have also mentioned that computer-based assessment (CBA) is more user
friendly for student self-assessment (Kaklauskas et al.,
2010
; Moridis &
Economides,
2012
). However, in the last few years, many researchers have
suggested considering how to promote students
positive affect in a CBA situation
since this might be the most effective way to improve the efficacy of CBA testing
(Cassady & Gridley,
2005
; Economides,
2009
; Nicol & Macfarlane-Dick,
2006
).
For this reason, Moridis and Economides (
2012
) adopted applause as an
achievement-based reward to promote students
'
positive affect during a CBA
test. They found that adding applause when the students got correct answers on
the test was useful for male students to improve their learning achievement, but the
response to the reward was less active in the females than in the males. In our lab,
we followed Moridis and Economides
'
research and further adopted EEG method-
ologies to provide neuroscience evidence to illustrate the phenomenon that
'
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