Exploring Frontal EEG Activation in Online Learning: Effects of Self-Directed Learning and Academic Achievement

This study aimed to explore how learners’ self-directed learning (SDL) and academic performance arerelated to their EEG activation patterns during online learning. Twenty-four college students participatedin an experiment in which their brainwave activity was recorded while engaging with online content.Participants were classified into high and low groups based on their SDL Quotient and grade pointaverage (GPA). EEG signals were analyzed across theta, alpha, beta, and gamma frequency bands.Statistical analyses revealed no significant differences across EEG bands for either SDL or GPA.Nevertheless, descriptive patterns were observed. Learners with higher SDL and GPA showed greater betaand gamma activity, whereas those with lower SDL and GPA exhibited relatively higher theta and alphaactivity. Notably, high-SDL learners displayed higher beta and gamma activation than high-GPA learners,suggesting that SDL may be more closely associated with learners’ cognitive processing than academicachievement during online learning. However, the small sample size, short task duration, and exploratorydesign limit the generalizability of these findings. Accordingly, future research employing larger samples,enhanced EEG methodologies, and more ecologically valid learning tasks is needed to clarify theneurocognitive role of SDL in online learning environments. Received: 03 November 2025 / Accepted: 16 February 2026 / Published: March 2026