Stina Holmbom Rytty EEG
Stina Holmbom Ryytty measures the effect of active or passive learning of risk communication Photo: Stina Holmbom Ryytty View original picture , opens in new tab/window

Effects of active or passive learning of risk communication

Published: 29 August 2018

Stina Holmbom Ryytty studies candidate in psychology and uses EEG in her degree project. The purpose of the study is to investigate whether passive and active learning affects the levels of mental workload and if there is a connection between levels of mental workload and achievement.

Active and passive learning differs depending on whether learning is done by actively elaborating with the information in different ways or by passively receiving the information orally or in writing. Previous research has shown that active learning of information is preferable in a variety of situations.

In this experiment, the subjects in the study will be subject to either active or passive learning of risk communication. A number of days after the learning has taken place, a follow-up measurement will be done using the EEG.

Risk communication includes everything from childcare children who learn not to be afraid of firefighters and police officers, firefighters for newcomers at workplaces and information about hazards from authorities to community residents. Risk communication is linked to learning because it has been found that it matters how information about risks is taught to individuals in order for the latter to remember the information.

Mental workload can not be measured directly but must be measured indirectly. One way of measuring mental workload is to examine the electrical signals of the brain using electroencephalography (EEG).



Holmbom Ryytty, S. (2018). Passiv och interaktiv inlärning : Ett EEG-experiment om mental arbetsbelastning och riskkommunikation för brand- och säkerhetsrutiner Thesis. Luleå University of Technology.