ABSTRACT
During the worldwide pandemic of coronavirus disease 2019 (COVID-19 pandemic), online learning is increasingly vital for students to learn at home, and online learning platforms provide learning opportunities to students. The Junyi Academy online platform is an online learning platform that both helps lower-achieving students review lessons and helps teachers in Taiwan do differentiated instruction. Several studies have shown the relationships between students’ attention and their academic achievements for students’ self-learning, but how to best use these platforms to help students learn by themselves is unclear. Therefore, this study investigates the relationships between students’ attention and their academic achievements with two online learning environments. A total of 38 upper secondary students in Taiwan to participate in this study, and these students were divided between a Khan-style video lecture (VL) group and an online practice (OP) group. This study adopted an experimental design with data collected by an electroencephalogram (EEG). The results show that students’ attention in the VL group was higher than in the OP group. Furthermore, their attention in three stages differed between the two groups. Student attention was similar in the two groups for the first stage, but the VL group had higher attention for the second and third stages was than did the OP group. In addition, there was no relationship between students’ attention and their academic achievements in the VL and OP groups. Finally, this study raised some suggestions the future research. © 2022, Educational Technology and Society. All rights reserved.