Comparison of Attention Levels During Morning and Afternoon Learning Sessions Using Electroencephalography

Abstract

Attention is a key cognitive function influencing learning, memory and problem-solving, yet it is affected by circadian rhythms and study time preferences. This study aimed to compare attention levels between morning and afternoon study sessions among university students using a portable EEG device, the NeuroSky MindWave. Twenty volunteers from final-year undergraduate students (10 males, 10 females) participated in the study to complete two cognitive tasks which are the Stroop Color and Word Test (SCWT) and a comprehension test under controlled laboratory conditions. The EEG recordings include NeuroSky attention scores, low beta power and theta/beta ratios were then analyzed using the Wilcoxon Signed-Rank Test, Mann–Whitney U Test, and k-means clustering. Results showed significantly higher attention scores and low beta activity, as well as lower theta/beta ratios in morning sessions compared to afternoon (p < 0.001), which indicate greater cognitive alertness earlier in the day. Additionally, no statistically significant gender differences were observed. K-means clustering also supported these findings, showing clear separation between morning and afternoon sessions, with most morning data points clustering in the “focused/alert” group and afternoon data points in the “less focused/drowsy” group. These results highlight the influence of study time on cognitive performance and demonstrate the utility of consumer-grade EEG devices for real-time monitoring of attention in educational settings.