Design Evaluations in Educational Settings: A Neuroscientific Study of Incentivized Test/Retest on Student Performance

Abstract To understand the impact of incentivized test/retest scenarios—where students are afforded an opportunity to retest for incentive—in design education settings, this study examines participants' brain activity using electroencephalography (EEG) during stressful situations. This mimics educational scenarios where allowed after a first attempt. Twenty-three student participants were randomly divided into two cohorts: control and experimental. Participants asked complete preliminary questionnaire self-assessing their ability handle Both cohorts subsequently typing test Emotional Stress Reaction Questionnaire (ESRQ), indicating emotional response test. The accompanying ESRQ second time. However, prior test, in experimental cohort with monetary reward improving speed. stimulus is used increase already situation examine changes when “retest” incentivized. results indicate no significant activity, emotions, or performance group. group showed EEG sensor activity; specifically, sensors that vision emotion. group’s was correlated responses, rather than data. Additionally, groups’ positive emotions increased findings provide recommendations retests practices.