Understanding teacher stress when teaching the developed technology by using electroencephalogram (EEG) signals

Abstract

Life is full of frustration and challenge that could lead to mental stress. Teaching could be one of challenging profession which has become crucial to the society. Teachers uphold such abundance work including teaching, handling students and activities at school. Despite of their overload work, the new developed technology need to be taught by the teacher. The technology is actually consists of critical thinking and hands on activity which requires the teacher to be creative in conveying the knowledge. Thus, an experiment has been conducted to identify the teacher's stress by using electroencephalogram (EEG) signals and Depression Anxiety Stress Scale (DASS21). Affective Space Model (ASM) developed by Russell has been used in this research study which consists of valence and arousal. The study in understanding teacher stress by using EEG and ASM has been found as scarce. The objective of this research study is to identify the stress level of the teacher through their emotion. There are two experiments need to be conducted: irst experiment is to pro ile the subject's basic emotions and second experiment will be answering the Depression Anxiety Stress Scale (DASS21) to induce stress. 10 healthy teachers are recruited for this study. Mel Frequency Cepstral Coef icients (MFCC) is adopted for feature extraction and Multi-Layer Perceptron (MLP) will be used as classi ier. The result shows that the emotions appear is more towards negative emotions which depicts stress for the subject after teaching the developed technology. Based on this results, we may do further research on the educational system in Malaysia if it is been embedded with the new technology. Furthermore, the study is bene icial for the early stress detection among teacher.

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