\cite{us}Introduction

    For students to succeed throughout their lives, it is crucial that they understand the material that is taught to them in a classroom setting. Academic performance in the classroom was found to be associated with performance in professional settings, the pursuit of secondary education and, ultimately, salary \cite{Kuncel_2005}. Further, attentiveness in the classroom was associated with academic performance and learning \cite{Lau_2008,Finn_1995,Lahaderne_1968}. A deeper understanding of various teaching methods and their impact on students’ attentiveness can potentially help increase the academic performance of students thereby providing them with a strong starting point in their professional lives.
       Attentiveness has been found to be an important component of learning and education. To determine attentiveness, studies have sought to find minimally invasive psychophysiological measures that correlate with attentiveness. Several psychophysiological measures have been examined including electrooculography (EOG), heart rate variability (HRV), blood pressure (BP), and galvanic skin response (GSR) \cite{Chang_2012}\cite{Chen_2004}. HRV was found to be the most successful determinant of attentiveness \cite{Chang_2012}. However, galvanic skin response and heart rate variability have been shown to indicate activation of the sympathetic response, indicating increased alertness  \cite{Newcomb_1984}. Blood pressure has been found to be correlated with mood.  Blood pressure measurements can be used to understand when a subject is "anxious or annoyed" compared to when they are "disengaged or sleepy" \cite{medicine}. Through a combination of these measurements, attentiveness can be measured. 
    Attentiveness has been the focus of a multitude of scientific studies. In fact, searching the term on Google Scholar yields over 130,000 results. These studies have focused on many different aspects of attentiveness, including how it is associated with learning. Learning theorists agree that attentiveness is imperative to meaningful learning. Achievement-based tasks interspersed throughout a lecture increased attentiveness. Further, it was observed that group work may have a slight effect on increasing attentiveness \citep{Lau_2008}.  Unconscious learning, utilizing a gentle alarm as a cue, can lead to an increase in the attentiveness of drivers \cite{Ito_2018}. As demonstrated by the volume and variety of previously conducted research, attentiveness has been a topic of interest.
     For this study, BP, HRV, GSR, and EOG were used to test the attentiveness of the subjects. During a state of attentiveness, BP should either increase or plateau. Heart rate variance was calculated using data from a pulse transducer. The low-frequency (LF) component, or angiotensin-renin vasomotor, reflects the activation of the sympathetic nervous system. Previous studies found there was an increase, or plateau, in LF during prolonged attentive activities  (Chang et al, 2012). The sympathetic nervous system, when activated, increases sweat production which increases skin conductance. It is theorized that arousal, or activation of the sympathetic system, is a strong predictor of attention which results in an increase in skin conductance \cite{dobtfj} In this study, GSR readings were taken throughout videos to measure arousal and attentiveness levels during  each lecture style. 
     An EOG was used to record eye movement through the use of electrodes placed on the skin near the eyes. This recording was facilitated by a voltage difference between the front, the cornea, and the back of the eye. EOG is affected by eye movement and light intensity. Since light intensity was held constant in this experiment, we determined how often someone was distracted during a lecture with the assumption that attentiveness is associated with the subject looking at the computer screen.      
       In this experiment, volunteers were collected from Clarkson University's student population. The stated physiological measures were collected from the students during each lecture, then analyzed. The collected data was then used to determine which lecture type fosters the maximum student attentiveness. It was hypothesized that the non-traditional video would increase the participants' attentiveness and result in a change in physiological measures accordingly: BP would increase or plateau, the LF value of HRV would increase or plateau, GSR would increase or plateau, and the number of times looked off the screen would decrease. 

Methods

        A total of 18 study participants volunteered.  These students, ranging in age 18 to 22, were not majoring in Biology. These exclusion criteria were chosen because the lectures that will be presented will be educating volunteers on a body system. During the experiment, students were exposed to three videos including a non-traditional lecture, a traditional lecture, and a control lecture. While viewing the lectures on a computer screen, EOG, GSR, BP, and HRV were measured on each volunteer. For the lecture viewing, participants will be divided into groups of 8-9 individuals.
        To test the effectiveness of lecture formats, two lecture styles were compared using student attentiveness as the basis for the effectiveness of the lecture. Attentiveness to a traditional lecture format was compared to that for a non-traditional lecture format. The traditional lecture utilized was Nervous System 1- Introduction which was published to Youtube by user Wendy Riggs on Sept. 27th, 2014. The non-traditional, modern lecture shown was The Nervous System, Part 1: Crash Course A&P #8 which was uploaded by user CrashCourse on Feb. 23rd, 2015.  The control video used was HD 1080p- Nature Scenery Video which was published by LoungeV Films- Relaxing Music and Nature Sounds on Jan. 13th, 2016. The two experimental videos both focused on an introduction to the nervous system. The control video showed nature scenes of rivers. All three videos were shown to participants for 6 minutes each. 
    Participants were divided into two experimental groups. One group was shown the traditional lecture followed by the non-traditional lecture. The other group was shown the non-traditional lecture followed by the traditional lecture. Both groups were shown the control video prior to watching any lecture videos. This step was taken so that the control could be used to create a baseline for attentiveness. The two experimental videos focused on similar content, so changing their order accounted for repetition and fatigue. 
    As participants watched the videos, psychophysiological measures were taken to determine their attentiveness. These measurements are detailed below. Measurements were taken before any videos were shown to establish a baseline. EOG and GSR recordings were taken throughout the 6-minute period while BP and HRV values were taken one minute into each video and one minute prior to the end of each video. 
    After watching all three videos, participants were given a short survey. The survey asked which video was the participants' favorite, which one they felt they learned the most from, and if they learned from either lecture. Data from the measurements and survey were used to determine which lecture type was better at keeping subjects' attention. 
\cite{Andersen_1981}\cite{Torok_2004}
EOG
    With light intensity held constant, and with the assumption that attentiveness is associated with the subject looking at the computer screen, we determined how often someone was distracted during a lecture.  Performing an EOG required LabChart software, PowerLab data acquisition unit, an EOG Pod, shielded lead wire, disposable electrodes, abrasive gel, alcohol wipes, cotton balls, a tape measure, and a computer for viewing lectures \cite{service}. The negative electrode was placed on the right side of the participant’s temple, the earth electrode was placed in the center of the participant’s forehead, and the positive electrode was placed on the left temple.