[1] Cozolino L. The social neuroscience of education:Optimizing attachment and learning in the classroom (the norton series on the social neuroscience of education)[M]. New York:W. W. Norton&Company Ltd., 2013.
[2] Fischer K W, Goswami U, Geake J, et al. The future of educational neuroscience[J]. Mind, Brain, and Education, 2010, 4(2):68-80.
[3] Lieberman M D. Education and the social brain[J]. Trends in Neuroscience and Education, 2012, 1(1):3-9.
[4] Mayer R E. How can brain research inform academic learning and instruction?[J]. Educational Psychology Review, 2017, 29(4):835-846.
[5] 张丹,李佳蔚.探索思维的力量:脑机接口研究现状与展望[J].科技导报, 2017, 35(9):62-67.
[6] 陈小刚,杨晨,陈菁菁,等.脑机接口技术发展新趋势——基于2019-2020年研究进展[J].科技导报, 2021, 39(19):56-65.
[7] Wegemer C. Brain-computer interfaces and education:The state of technology and imperatives for the future[J]. International Journal of Learning Technology, 2019, 14(2):141-161.
[8] Vidal J J. Toward direct brain-computer communication[J]. Annual review of Biophysics and Bioengineering, 1973, 2(1):157-180.
[9] Wolpaw J R, Wolpaw E W. Brain-computer interfaces:Something new under the sun[J]. Brain-computer interfaces:principles and practice, 2012, 14.
[10] Gao X, Wang Y, Chen X, et al. Interface, interaction, and intelligence in generalized brain-computer interfaces[J]. Trends in Cognitive Sciences, 2021, 25(8):671-684.
[11] Zander T O, Kothe C. Towards passive brain-computer interfaces:applying brain-computer interface technology to human-machine systems in general[J]. Journal of Neural Engineering, 2011, 8(2):025005.
[12] Mühl C, Allison B, Nijholt A, et al. A survey of affective brain computer interfaces:Principles, state-of-the-art, and challenges[J]. Brain-Computer Interfaces, 2014, 1(2):66-84.
[13] Aricò P, Borghini G, Di Flumeri G, et al. Passive BCI beyond the lab:Current trends and future directions[J]. Physiological Measurement, 2018, 39(8):08TR02.
[14] Sonkusare S, Breakspear M, Guo C. Naturalistic stimuli in neuroscience:Critically acclaimed[J]. Trends in Cognitive Sciences, 2019, 23(8):699-714.
[15] Jamil N, Belkacem A N, Ouhbi S, et al. Cognitive and affective brain-computer interfaces for improving learning strategies and enhancing student capabilities:A systematic literature review[J]. Ieee Access, 2021, 9:134122-134147.
[16] Hu B, Li X, Sun S, et al. Attention recognition in EEGbased affective learning research using CFS+KNN algorithm[J]. IEEE/ACM Transactions on Computational Biology and Bioinformatics, 2018, 15(1):38-45.
[17] Chen C M, Wang J Y. Effects of online synchronous instruction with an attention monitoring and alarm mechanism on sustained attention and learning performance[J]. Interactive Learning Environments, 2018, 26(4):427-443.
[18] Kuo Y C, Chu H C, Tsai M C. Effects of an integrated physiological signal-based attention-promoting and English listening system on students'learning performance and behavioral patterns[J]. Computers in Human Behavior, 2017, 75:218-227.
[19] Wang H, Li Y, Hu X, et al. Using EEG to improve massive open online courses feedback interaction[C/OL].[2022-4-30]. http://ceur-ws.org/Vol-1009/0113.pdf.
[20] Lin F R, Kao C M. Mental effort detection using EEG data in E-learning contexts[J]. Computers&Education, 2018, 122:63-79.
[21] Nandi A, Xhafa F, Subirats L, et al. Real-time emotion classification using EEG data stream in e-learning contexts[J]. Sensors, 2021, 21(5):1589.
[22] Wu S F, Lu Y L, Lien C J. Detecting students' flow states and their construct through electroencephalogram:Reflective flow experiences, balance of challenge and skill, and sense of control[J]. Journal of Educational Computing Research, 2021, 58(8):1515-1540.
[23] Spüler M, Krumpe T, Walter C, et al. Brain-computer interfaces for educational applications[M]//Informational Environments. Berlin:Springer, 2017:177-201.
[24] Zimmerman B J. Self-efficacy and educational development[J]. Self-efficacy in Changing Societies, 1995, 1(1):202-231.
[25] Yu Z, Zhao H, Guo C, et al. A LSTM network-based learners' monitoring model for academic self-efficacy evaluation using EEG signal analysis[C]//20205th IEEE International Conference on Big Data Analytics (ICB-DA). Piscataway:IEEE, 2020:154-159.
[26] Pintrich P R, Schunk D H. Motivation in education:Theory, research, and applications[M]. Englewood Cliffs:Prentice Hall, 2002.
[27] Chattopadhyay S, Zary L, Quek C, et al. Motivation detection using EEG signal analysis by residual-in-residual convolutional neural network[J]. Expert Systems with Applications, 2021, 184:115548.
[28] Sun A, Chen X. Online education and its effective practice:A research review[J]. Journal of Information Technology Education:Research, 2016, 15:157-190.
[29] Hone K S, El Said G R. Exploring the factors affecting MOOC retention:A survey study[J]. Computers&Education, 2016, 98:157-168.
[30] Dalipi F, Imran A S, Kastrati Z. MOOC dropout prediction using machine learning techniques:Review and research challenges[C]//2018 IEEE Global Engineering Education Conference (EDUCON). Piscataway:IEEE, 2018:1007-1014.
[31] Xu J, Zhong B. Review on portable EEG technology in educational research[J]. Computers in Human Behavior, 2018, 81:340-349.
[32] Li W, Wu C, Hu X, et al. Quantitative personality predictions from a brief EEG recording[J]. IEEE Transactions on Affective Computing, 2020, doi:10.1101/686907.
[33] Zhang Y, Wu W, Toll R T, et al. Identification of psychiatric disorder subtypes from functional connectivity patterns in resting-state electroencephalography[J]. Nature Biomedical Engineering, 2021, 5(4):309-323.
[34] Rashid N A, Taib M N, Lias S, et al. Learners' Learning Style Classification related to IQ and Stress based on EEG[J]. Procedia-Social and Behavioral Sciences, 2011, 29:1061-1070.
[35] Jawed S, Amin H U, Malik A S, et al. Classification of visual and non-visual learners using electroencephalographic alpha and gamma activities[J]. Frontiers in Behavioral Neuroscience, 2019, 13:86.
[36] Zhang B, Chai C, Yin Z, et al. Design and implementation of an EEG-based learning-style recognition mechanism[J]. Brain Sciences, 2021, 11(5):613.
[37] Papadatou-Pastou M, Touloumakos A K, Koutouveli C, et al. The learning styles neuromyth:When the same term means different things to different teachers[J]. European Journal of Psychology of Education, 2021, 36(2):511-531.
[38] Curry L. A critique of the research on learning styles[J]. Educational Leadership, 1990, 48(2):50-56.
[39] Coffield F J, Moseley D V, Hall E, et al. Learning styles and pedagogy in post-16 learning:A systematic and critical review[EB/OL].[2022-03-31]. https://www.downes.ca/cgi-bin/page.cgi?post=45819&format=html.
[40] Newton P M. The learning styles myth is thriving in higher education[J]. Frontiers in Psychology, 2015, 6:1908.
[41] Dekker S, Lee N C, Howard-Jones P, et al. Neuromyths in education:Prevalence and predictors of misconceptions among teachers[J]. Frontiers in Psychology, 2012, 3:429.
[42] Papadatou-Pastou M, Gritzali M, Barrable A. The learning styles educational neuromyth:Lack of agreement between teachers' judgments, self-assessment, and students' intelligence[J]. Frontiers in Education, 2018, 3:105.
[43] Rogowsky B A, Calhoun B M, Tallal P. Matching learning style to instructional method:Effects on comprehension.[J]. Journal of Educational Psychology, 2015, 107(1):64-78.
[44] Alloway T P. Working memory, but not IQ, predicts subsequent learning in children with learning difficulties[J]. European Journal of Psychological Assessment, 2009, 25(2):92-98.
[45] Titz C, Karbach J. Working memory and executive functions:effects of training on academic achievement[J]. Psychological Research, 2014, 78(6):852-868.
[46] Bergman Nutley S, Söderqvist S. How is working memory training likely to influence academic performance?Current evidence and methodological considerations[J]. Frontiers in Psychology, 2017, 8:69.
[47] Mammarella I C, Caviola S, Giofrè D, et al. The underlying structure of visuospatial working memory in children with mathematical learning disability[J]. British Journal of Developmental Psychology, 2018, 36(2):220-235.
[48] Enriquez-Geppert S, Huster R J, Herrmann C S. EEGneurofeedback as a tool to modulate cognition and behavior:a review tutorial[J]. Frontiers in Human Neuroscience, 2017, 11:51.
[49] Bagherzadeh Y, Baldauf D, Pantazis D, et al. Alpha synchrony and the neurofeedback control of spatial attention[J]. Neuron, 2020, 105(3):577-587.e5.
[50] Ros T, J Baars B, Lanius R A, et al. Tuning pathological brain oscillations with neurofeedback:A systems neuroscience framework[J]. Frontiers in Human Neuroscience, 2014, 8:1008.
[51] Gevensleben H, Rothenberger A, Moll G H, et al. Neurofeedback in children with ADHD:Validation and challenges[J]. Expert Review of Neurotherapeutics, 2012, 12(4):447-460.
[52] Arns M, Heinrich H, Strehl U. Evaluation of neurofeedback in ADHD:The long and winding road[J]. Biological Psychology, 2014, 95:108-115.
[53] Enriquez-Geppert S, Smit D, Pimenta M G, et al. Neurofeedback as a treatment intervention in ADHD:Current evidence and practice[J]. Current Psychiatry Reports, 2019, 21(6):46.
[54] Gevensleben H, Holl B, Albrecht B, et al. Neurofeedback training in children with ADHD:6-month followup of a randomised controlled trial[J]. European Child&Adolescent Psychiatry, 2010, 19(9):715-724.
[55] Verkijika S F, De Wet L. Using a brain-computer interface (BCI) in reducing math anxiety:Evidence from South Africa[J]. Computers&Education, 2015, 81:113-122.
[56] Viviani G, Vallesi A. EEG-neurofeedback and executive function enhancement in healthy adults:A systematic review[J]. Psychophysiology, 2021, 58(9):e13874.
[57] Liu Y, Harihara Subramaniam S C, Sourina O, et al. NeuroFeedback training for enhancement of the focused attention related to athletic performance in elite rifle shooters[M]//Transactions on Computational Science XXXII. Berlin:Springer, 2018:106-119.
[58] Thibault R T, Lifshitz M, Raz A. The climate of neurofeedback:Scientific rigour and the perils of ideology[J]. Brain, 2017, 141(2):e11.
[59] Thibault R T, Lifshitz M, Raz A. Neurofeedback or neuroplacebo?[J]. Brain, 2017, 140(4):862-864.
[60] Cortese S, Ferrin M, Brandeis D, et al. Neurofeedback for attention-deficit/hyperactivity disorder:Meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials[J]. Journal of the American Academy of Child&Adolescent Psychiatry, 2016, 55(6):444-455.
[61] Arns M, De Ridder S, Strehl U, et al. Efficacy of neurofeedback treatment in ADHD:The effects on inattention, impulsivity and hyperactivity:A meta-analysis[J]. Clinical EEG and Neuroscience, 2009, 40(3):180-189.
[62] Bussalb A, Congedo M, Barthélemy Q, et al. Clinical and experimental factors influencing the efficacy of neurofeedback in ADHD:A meta-analysis[J]. Frontiers in Psychiatry, 2019, 10:35.
[63] Simons D J, Boot W R, Charness N, et al. Do "braintraining" programs work[J]. Psychological Science in the Public Interest, 2016, 17(3):103-186.
[64] Allaire J C, Bäckman L, Balota D A, et al. A consensus on the brain training industry from the scientific community[J]. Max planck institute for human development and stanford center on longevity, 2014.
[64] Ericsson K A, Chase W G, Faloon S. Acquisition of a memory skill[J]. Science, 1980, 208(4448):1181-1182.
[65] Hu X, Chen J, Wang F, et al. Ten challenges for EEGbased affective computing[J]. Brain Science Advances, 2019, 5(1):1-20.
[66] Warschauer M, Cotten S R, Ames M G. One laptop per child Birmingham:Case study of a radical experiment[J]. International Journal of Learning and Media, 2011, 3(2):61-76.
[67] Warschauer M. Learning in the cloud[M]. New York:Teachers College Press, 2011.
[68] Xiao Y, Jia Y, Cheng X, et al. I can see your brain:Investigating home-use electroencephalography system security[J]. IEEE Internet of Things Journal, 2019, 6(4):6681-6691.
[69] 李凤华,李晖,贾焰,等.隐私计算研究范畴及发展趋势[J].通信学报, 2016, 37(4):1-11.
[70] Warschauer M, Newhart V A. Broadening our concepts of universal access[J]. Universal Access in the Information Society, 2016, 15(2):183-188.
[71] 杨斌.重器与众器:在线教育中的伦理思考[J].中国大学教学, 2020(11):9-10, 58.
[72] Manuel R. Neuralink brain chip will end language in 5 to 10 years, Elon Musk Says[EB/OL].(2021-10-31). https://www.sciencetimes.com/articles/31428/20210528/neuralink-brain-chip-will-end-language-five-10-years-elon.htm#:~:text=Neuralink%20develops%20a%20chip%20that%20will%20soon%20be,the%20way%20we%20talk%20today%20will%20soon%20improve.