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Differential Effects of External Noise and Situational Interest on Neurophysiological Responses during Video Based Learning

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Title: Differential Effects of External Noise and Situational Interest on Neurophysiological Responses during Video Based Learning
Language: English
Authors: Orel Levy, Tal Shadi, Adi Korisky, Martin G. Bleichner, Elana Zion Golumbic
Source: npj Science of Learning. 2025 10.
Availability: Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Acoustics, Student Interests, Responses, Brain, Human Body, Audiovisual Instruction, Lecture Method, Attention, Arousal Patterns, Speech
DOI: 10.1038/s41539-025-00392-5
ISSN: 2056-7936
Abstract: Attending a lecture requires remaining focused for extended periods, which is particularly difficult in noisy environments or when lecture content is less engaging. Yet little is known about how these external (noise) and internal (interest) factors affect learners' neurophysiology. We measured brain activity (electroencephalogram; EEG) and physiological responses (skin conductance) during video-based learning, and assessed how neurophysiological responses were modulated by the presence of realistic background noise and by varying levels of interest throughout the lecture. Interest-level showed pronounced neurophysiological effects, with low-interest segments associated with reduced neural speech tracking, elevated alpha-power, reduced beta-power, and increased arousal, a pattern consistent with lower engagement and increased listening effort. Interestingly, background noise had comparatively limited effects on neurophysiological responses. These dissociated impacts of internal and external factors on speech processing during learning, emphasize the profound impact of content-engagement on neurophysiological measures associated with learner's attention, beyond the sensory burden of noise.
Abstractor: As Provided
Notes: https://osf.io/z5naf
Entry Date: 2026
Accession Number: EJ1501312
Database: ERIC
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  Data: Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/
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  Data: Attending a lecture requires remaining focused for extended periods, which is particularly difficult in noisy environments or when lecture content is less engaging. Yet little is known about how these external (noise) and internal (interest) factors affect learners' neurophysiology. We measured brain activity (electroencephalogram; EEG) and physiological responses (skin conductance) during video-based learning, and assessed how neurophysiological responses were modulated by the presence of realistic background noise and by varying levels of interest throughout the lecture. Interest-level showed pronounced neurophysiological effects, with low-interest segments associated with reduced neural speech tracking, elevated alpha-power, reduced beta-power, and increased arousal, a pattern consistent with lower engagement and increased listening effort. Interestingly, background noise had comparatively limited effects on neurophysiological responses. These dissociated impacts of internal and external factors on speech processing during learning, emphasize the profound impact of content-engagement on neurophysiological measures associated with learner's attention, beyond the sensory burden of noise.
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