The Effect of Computerized Adaptive Testing on Motivation and Anxiety: A Systematic Review and Meta-Analysis.

Although many studies have been carried out on the psychometric aspects of computerized adaptive testing (CAT), its psychological aspects are less researched. Early studies claimed that CAT can be more motivating and induce less anxiety than traditional fixed-item tests (FIT). The purpose of this systematic review and meta-analysis was to gain a comprehensive understanding of the effects of CAT on motivation and anxiety in comparison to traditional fixed-item testing. Seven databases were examined. Articles were eligible if they employed an empirical study containing a direct comparison between CAT and FIT. Meta-analytical results showed no overall effect of test type on anxiety and motivation when comparing CAT with FIT (k = 11, g+ = 0.06, p = .28). However, easier CAT had positive effect compared with FIT (k = 2, g+ = .22, p < .001). Certain modifications in CAT administration can provide positive psychological effects for test-takers.

Mindfulness Practice with a Brain-Sensing Device Improved Cognitive Functioning of Elementary School Children: An Exploratory Pilot Study.

This is the first pilot study with children that has assessed the effects of a brain-computer interface-assisted mindfulness program on neural mechanisms and associated cognitive performance. The participants were 31 children aged 9-10 years who were randomly assigned to either an eight-session mindfulness training with EEG-feedback or a passive control group. Mindfulness-related brain activity was measured during the training, while cognitive tests and resting-state brain activity were measured pre- and post-test. The within-group measurement of calm/focused brain states and mind-wandering revealed a significant linear change. Significant positive changes were detected in children's inhibition, information processing, and resting-state brain activity (alpha, theta) compared to the control group. Elevated baseline alpha activity was associated with less reactivity in reaction time on a cognitive test. Our exploratory findings show some preliminary support for a potential executive function-enhancing effect of mindfulness supplemented with EEG-feedback, which may have some important implications for children's self-regulated learning and academic achievement.