RESUMEN
OBJECTIVE: Cartoons have been known to motivate learners and make learning process easier by combining verbal and visual effects. But they are mostly applied to motivate the less able learners, and have limits in delivering comprehensive information. Thus, more careful and scientific validation for the pros and cons of using cartoons for everyday use in various subjects is in need. METHODS: In this research, we used Electroencephalography(EEG) to compare cartoon learning and text learning by measuring four characteristic brainwaves including theta, alpha, sensory motor rhythms(SMR), and beta, from the left and right brain. The EEG signals acquired from 24 subjects are analyzed using the mean difference of the left and right brain and canonical correlation analysis. RESULTS: The theta brainwave of the left brain and right brain shows significant differences (p<0.05) from cartoon learning versus text learning in the theta brainwave while the other brain waves show similar patterns. CONCLUSION: Cartoon learning produced significantly stronger theta brainwaves than text learning implicating that cartoon learning reduces more focused attention, SMR brainwaves and beta brainwaves from the left brain explained cartoon learning and text learning process while alpha brainwaves explained those processes in the right brain.