Recent engineering education research increasingly incorporates neuroscientific tools to investigate cognitive processes. This study explores the educational potential of Autonomous Sensory Meridian Response (ASMR), a phenomenon associated with relaxation and focused attention often elicited by whispered narration. Despite its popularity, ASMR's neurocognitive impact remains largely unexplored in formal educational contexts. This research examines how whispered narration influences a student's ability to discern relevant, irrelevant, and false information, foundational components of evaluative attention and critical thinking. Using a dual-stimulus design, engineering students watched identical educational content in conventional or whispered ASMR styles while EEG signals were recorded via a MUSE2 headset. Non-linear chaotic descriptors, Hurst Exponent (H), Approximate Entropy (s), Fractal Dimension, and Lyapunov Exponent, were extracted and analyzed using 2D/3D visual interpretation and classifiers (SVM, k-NN, and Ensembles). Results indicate that whispered ASMR enhanced neural class separation, particularly in false information segments within theta and beta bands. The descriptors H and s emerged as robust indicators of evaluative engagement. These findings suggest that ASMR can strengthen cognitive discernment without impairing information organization, offering a methodology to identify modality-specific neural fingerprints in digital learning environments.
