EEG-based functional connectivity patterns during boredom in an educational context

Abstract

Abstract Boredom is a common yet understudied emotional state that can adversely impact cognitive performance, motivation, and mental well-being. Gaining insight into its neural basis is crucial for developing strategies to manage or reduce its impact across various settings, including education contexts. The present study investigated brain functional connectivity during boredom in an educational context using electroencephalography (EEG). It was hypothesized that the brain exhibits distinct connections during the experience of boredom. Eighty-four healthy adults (mean age = 26.90 ± 5.29 years) were asked to watch two educational videos designed to induce boredom or neutral states while their EEG signals were captured. Functional connectivity matrices were constructed using coherence in traditional EEG frequency bands. Clustering coefficient $$\:\left({C}_{eff}\right)$$ , characteristic path length $$\:\left({C}_{pl}\right)$$ , global efficiency $$\:\left({E}_{glo}\right)$$ , local efficiency $$\:\left({E}_{loc};\right)$$ , and node strength $$\:\left({N}_{str}\right)$$ were calculated to compare scalp-level network characteristics between boredom and neutral states. The results showed significant differences in functional connectivity in the alpha, beta, and gamma bands. Boredom was characterized as having significantly higher $$\:{E}_{glo}$$ and lower $$\:{C}_{pl}\:\:$$ in the alpha, beta, and gamma bands, relative to the neutral condition. Gamma band $$\:{C}_{eff}\:$$ and $$\:{E}_{loc}$$ were also found to be higher during boredom. The study findings suggest that boredom is associated with distinct patterns of brain functional connectivity, potentially reflecting increased internal processing. The study findings contribute to the broader field of affective neuroscience by highlighting how boredom can influence functional brain network activity in educational contexts.