Blended learning has been widely integrated in college-level computer science education. Despite evidence about benefits of blended learning, students’ in-class activities remain underexplored. To afford effective blended learning experience, supporting students in both modalities is essential. This study thus took an initial step to fill the gap by investigating college students’ in-class activities in a blended course from the perspective of attention. Using non-intrusive electroencephalography (EEG) instruments to collect attentional data,...
