The effects of online non-face-to-face life science distance classes on elementary students' Default Mode Network(DMN) and scientific attitude: EEG study

Objectives The purpose of this study were to confirm the impact of online non-face-to-face life science distance learning on learners' Default Mode Network (DMN) and science attitude through EEG analysis. Methods EEG tests were conducted on 36 fifth grade elementary school students (19 males, 17 females). Before and after implementing online non-face-to-face life science classes, EEG data were collected at rest with eyes open, and aspects of DMN and scientific attitude were confirmed through brain current density and connectivity analysis. Results As a result of the study, a statistically significant difference in brain current density was confirmed in the alpha-2 and beta-2 bands. In the case of the alpha-2 band, low current density was observed in the superior fron-tal gyrus and middle frontal gyrus of the right frontal lobe. In the case of the beta-2 band, low current density ap-peared in the superior temporal gyrus, postcentral gyrus, and insula, centered on the right hemisphere. Additionally, low brain connectivity was confirmed between the Medial Frontal Gyrus and the Right Inferior Parietal Lobe pathway(MFG - RPL). Conclusions Online, non-face-to-face teaching methods tend to reflect the learner's passive participation and unstable mental state. It shows that online non-face-to-face classes that lack interaction can reduce learners' level of concentration and interest in learning and reduce their readiness for learning. The results of this study sug-gest that interaction is an essential element of education and that online non-face-to-face distance learning can affect learners' DMN.