Visual stimuli of food increase academic performance and create high beta and gamma EEG oscillations

Abstract

Food and cooking have long been widely used as educational tools (McAfee, 1974)

however, they have focused on cooking and pre-school children which causes too many limitations for wide use (Caraher, Michelle, & Seeley, 2010). There is too little scientific background and evidence to prove the efficacy of food in education (Caraher, Michelle, & Seeley, 2010).

This study is designed to scientifically evaluate how food as concepts and visual stimuli are effective for learning science. In this study, 99 people were collected in total from four middle schools in Suwon city. Every participant was in the first grade of the middle school with normal visual activity, hearing ability and motor activity. Participants only visited the laboratory on one occasion. The participants with a BMI over 23 were excluded from the study and all food intake was prohibited for two hours before the experiment. First, participants were divided into three groups: a control group, an experimental group and an active control group. Grouping was conducted such that each group had a similar level of scientific attitude and knowledge of heat energy and temperature as determined by testing with Test of Science-Related Attitudes(TOSRA) and a pre-knowledge test. After grouping, brain waves were recorded by EEG methods while participants watched education videos. Film clips for experimental group had many pictures of food to explain heat energy and temperature in opposition to the two other groups. After learning, participants submitted a Course Interest Survey(CIS) and post-knowledge test.

In conclusion, the experimental group showed a high frequency of high beta and gamma EEG oscillations, which are considered as complex mental activities. Those correlated with the results of CIS and the comparison of pre and post knowledge tests. The experimental group had especially improved their academic performance in difficult problem solving situations. In summary, visual stimuli and concepts of food can be effective tools in adolescents science education.