Exploring students’ emotional state during a test-related task using wearable electroencephalogram

Using wireless sensors for brain activity, brain signals associated with the mood states of engineering students have been captured before and during the taking of a mathematics exam. The characterization of brain lobule activity related to arousal/valence states was analyzed from reports on the literature of the horizontal dimensions of pleasure-displeasure and vertical dimensions representing arousal-sleep. The results showed a direct relationship of the level of students’ arousal with the event of taking an exam as well as feelings of negative emotions during the exam presentation. The development of this research can lead to the implementation of controlled spaces for the presentation of students’ exams in which arousal/valence states can be controlled so that they do not affect their performance and the fulfillment of the goals, achievements or objectives established in a program or subject

The Relationship between Good Readers' Attention, Reading Fluency and Reading Comprehension

Abstract This study aimed to examine the relationship between fourth-graders' reading fluency, reading comprehension and attention. It was conducted using the relational screening model and included 132 fourth-graders with grade level adequate reading skills. The study results showed that good readers' attention had significant effects on reading speed, prosody, word recognition and comprehension, respectively. There is also a higher level of relationship between attention, reading speed and prosody. To improve good readers' prosodic reading skills and increase their reading speeds, attention-enhancing activities are needed

A Predictive Study of Students’ Self-regulated Learning Skills and Their Roles in the Social Network Interaction of Online Discussion Board

Online learners’ learning skills and behaviors are challenging for educators to foresee, particularly what skills may be related to certain social interaction behaviors. Self-regulated learning (SRL) skills are critical to online learning. It is unclear how SRL skills may predict social network interaction. This study empirically investigated: How will SRL skills predict students’ network roles (i.e., in-degree, out-degree, betweenness centrality, closeness centrality, eigenvector centrality, reciprocated vertex pair ratio, & PageRank) in the social network discussions of discussion board within online courses? The predictive utility of SRL skills for betweenness and closeness centralities was supported. Learners with greater SRL skills play more influential roles in online discussion network. Learners with higher SRL skills tend to connect to others based on flow and distance of the connections, rather than how prominent (eigenvector) and prestigious (PageRank) of their connections

Peer to Peer Adult Learning Engagement in Online Collaborative Learning: Characteristics and Learning Outcomes

The purpose of this study is to investigate an under-researched area of adult learning in informal and unstructured online spaces. The first phase of the project involved a systematic review of 31 studies on adult learners’ peer-to-peer (P2P) interactions in online learning environments. The aspects explored were: (1), the characteristics of adult P2P engagement in online collaborative learning environments; (2), the impacts of that engagement on the learning outcomes of adult learners; and (3), the factors that could facilitate or hinder adult engagement in such environments. The review revealed that most studies investigated the broad effects of P2P adult learning on learning outcomes. These effects suggest that: (1) the adult learning efficiency could be improved through the application of more specialized approaches; and (2), that various unexplored factors may be important in facilitating P2P adult learning. This research will allow for better consideration of adult learning processes and activities

Time-Compressed Audio on Attention, Meditation, Cognitive Load, and Learning

[[abstract]]This study examined how three auditory lectures delivered at different speeds – normal (1.0x), fast (1.5x) and very fast (3.0x) speeds – affected the graduate students’ attention, cognitive load, and learning that were assessed by pre- and post-comprehension tests, cognitive-load questionnaire, and Electroencephalography (EEG) device. The results showed that there was no significant difference in the students’ attention, cognitive load, and learning performance between the normal (1.0x) and 1.5x speed. However, when the auditory lecture speed reached three times of its original speed (3.0x), the students’ comprehension scores were significantly lower both in the immediate and (one-week) delayed recall tests, than those in the other two speed conditions. When listening to the lecture at the 3.0x speed, the learners had a higher level of attention and cognitive load. The study provided insights for teaching, instructional design, and learning.[[notice]]補正完

Supporting Self-Regulated Learning in Online Learning Environments and MOOCs

Massive Open Online Courses (MOOCs) allow learning to take place anytime and anywhere with little external monitoring by teachers. Characteristically, highly diverse groups of learners enrolled in MOOCs are required to make decisions related to their own learnin

Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review

Massive Open Online Courses (MOOCs) allow learning to take place anytime and anywhere with little external monitoring by teachers. Characteristically, highly diverse groups of learners enrolled in MOOCs are required to make decisions related to their own learning activities to achieve academic success. Therefore, it is considered important to support self-regulated learning (SRL) strategies and adapt to relevant human factors (e.g., gender, cognitive abilities, prior knowledge). SRL supports have been widely investigated in traditional classroom settings, but little is known about how SRL can be supported in MOOCs. Very few experimental studies have been conducted in MOOCs at present. To fill this gap, this paper presents a systematic review of studies on approaches to support SRL in multiple types of online learning environments and how they address human factors. The 35 studies reviewed show that human factors play an important role in the efficacy of SRL supports. Future studies can use learning analytics to understand learners at a fine-grained level to provide support that best fits individual learners. The objective of the paper is twofold: (a) to inform researchers, designers and teachers about the state of the art of SRL support in online learning environments and MOOCs; (b) to provide suggestions for adaptive self-regulated learning support.Teaching and Teacher Learning (ICLON

NEW HORIZONS: DESIGNING AND MEASURING FOR MODERN LEARNING

This dissertation consists of five chapters. The first chapter serves to introduce the Modern Learning Environment (MLE) by discussing the challenges of designing and measuring student performance in these novel environments. Chapter two of the dissertation reviews the current research base of studying self-regulated learning in the modern learning environment by identifying the common self-regulated frameworks that guide researchers and the assessments that have historically been used to measure student performance. The third chapter introduces an item reduction method that can be used to collect group level data. This method was designed for the MLE to take advantage of deploying measures through digital learning platforms and delivering assessment to students engaged in learning. The fourth chapter of this dissertation is a practitioner based article that outlines how to develop tools to support self-regulated learning in the MLE. This chapter discusses how tools fit in the design of MLEs and the importance of measuring self-regulated learning. Finally, chapter five ties all the chapters together to discuss the MLE and the challenges associated with designing instructional environments

Intensidade da atenção do estudante : registro de EEG no contexto de audiovisual e mídias interativas

Avanços tecnológicos recentes com técnicas de EEG (eletroencefalogramas), permitem que a atividade elétrica do cérebro seja registrada usando dispositivos acessíveis para usuários finais. Existe um número ainda pequeno de educadores que começaram a utilizar o EEG para mensurar a intensidade da atenção com os conteúdos audiovisuais e multimídias. Através das ferramentas interativas os educadores também ganham novas oportunidades educacionais, tais como as interações, que podem aumentar a motivação dos alunos e transmitir valiosas competências na mídia através do framework do H5P. Neste trabalho apresentou-se um novo conceito baseado em tecnologias de Interface Cérebro-Computador. Hoje, existe na indústria um dispositivo portátil em formato de headset que está sendo utilizado como fonte para o diagnóstico e feedbacks de partes indicadoras do cérebro. A ferramenta utilizou um vídeo interativo com o uso de um framework em um desktop exibindo os dados de EEG gravados em tempo real empregando as tecnologias de Interface Cérebro-Computador. No software Neuroexperimenter foram demonstrados sinais elétricos e ondas envolvendo uma interação entre o conteúdo abordado no vídeo e os feedbacks do sensor com valores de atenção. Para esse trabalho utilizou-se a plataforma H5P (conteúdo HTML5 interativo) como ferramenta para o reconhecimento do potencial cognitivo, possibilidades lúdicas e interacionais. Essa plataforma potencializa a atenção, sendo parte no processo de ensino aprendizagem. A pesquisa abordou os participantes que foram avaliados em seus processos de atenção através da leitura de EEG. Para a verificação da eficácia do sistema foi utilizado o equipamento de EEG conhecido como Mindwave Neurosky, à fim de mensurar os níveis de atenção do participante. O estado atencional de um indivíduo pode ser determinado por meio de parâmetros fisiológicos, uma métrica importante que pode ser extraída é a classificação da atenção. Com o uso da tecnologia Neuroexperimenter, o estudo mostrou que o estado de atenção do estudante é evidenciado através da intensidade elétrica com oscilações neuronais e trouxe os resultados através de dados brutos, buscando os estados de atenção efetivos e não efetivos. Os resultados do estudo foram bem-sucedidos e corroboram a afirmação que o algoritmo de atenção do dispositivo EEG de fato representa a atenção do participante. Esta Tese propôs uma abordagem de validade usando as descobertas da neurociência em relação as métricas fisiológicas de atenção. Esta abordagem foi demonstrada com o dispositivo EEG vestível Mindwave. Com base nos resultados entre as bandas de frequências e os valores de atenção calculados pelo dispositivo, pode-se observar que houve oscilações evidenciadas no estado e processo de atenção.Recent technological advances with EEG (electroencephalogram) techniques allow the electrical activity of the brain to be recorded using devices accessible to end users. There is still a small number of educators who have started to use the EEG to measure the intensity of attention with audiovisual and multimedia contents. Through interactive tools, educators also gain new educational opportunities, such as interactions, which can increase student motivation and convey valuable media skills through the framework. This work presents a new concept based on brain-computer interface technologies. Today, there is a handheld device in the industry in the form of a headset that is being used as a source for diagnosis and feedback from the indicating parts of the brain. The tool uses an interactive video with the use of a framework on a desktop displaying EEG data recorded in real time using Computer Interface technologies. The Neuroexperimenter software will demonstrate electrical signals and waves involving an interaction between the content covered in the video and sensor feedbacks with attention values. For this work, the H5P platform (interactive HTML5 content) is used as a tool for the recognition of cognitive potential, playful and interactional possibilities. This platform enhances attention, being part of the teaching-learning process. The research addresses the participants who will be evaluated in their attention processes through EEG reading. To verify the effectiveness of the system, the EEG equipment known as Mindwave Neurosky will be used, in order to measure the participant's attention levels. The attentional state of an individual can be determined through physiological parameters, an important metric that can be extracted is the attention classification. With the use of Neuroexperimenter technology, the study showed that the student's states of attention are evidenced through electrical intensity with neuronal oscillations and brought the results through raw data, seeking effective and non-effective states of attention. The results of the study were successful and support the assertion that the attention algorithm of the EEG device in fact represents the participant's attention. This thesis proposed a validity approach using the findings of neuroscience in relation to physiological metrics of attention. This approach was demonstrated with the Mindwave Mobile wearable EEG device. Based on the results between the frequency bands and the attention values calculated by the device, it can be concluded that there were evidenced oscillations in the states and processes of attention.Los recientes avances tecnológicos con las técnicas de EEG (electroencefalogramas) permiten registrar la actividad eléctrica del cerebro utilizando dispositivos accesibles para los usuarios finales. Aún existe un reducido número de educadores que han comenzado a utilizar el EEG para medir la intensidad de la atención con contenidos audiovisuales y multimedia. A través de herramientas interactivas, los educadores también obtienen nuevas oportunidades educativas, como interacciones, que pueden aumentar la motivación de los estudiantes e impartir valiosas habilidades de medios a través del marco H5P. En este trabajo se presentó un nuevo concepto basado en tecnologías de Interfaz Cerebro-Computadora. Hoy en día, existe un dispositivo de mano en la industria en forma de auriculares que se utiliza como fuente de diagnóstico y retroalimentación de las partes indicadoras del cerebro. La herramienta utilizó un video interactivo usando un marco en un escritorio que muestra los datos de EEG registrados en tiempo real empleando tecnologías de interfaz cerebro-computadora. En el software Neuroexperimenter se demostraron señales eléctricas y ondas que implican una interacción entre el contenido cubierto en el video y las retroalimentaciones del sensor con valores de atención. Para este trabajo se utilizó la plataforma H5P (contenido interactivo HTML5) como herramienta para el reconocimiento del potencial cognitivo, las posibilidades lúdicas e interactivas. Esta plataforma potencia la atención, siendo parte del proceso de enseñanza-aprendizaje. La investigación se acercó a los participantes que fueron evaluados en sus procesos de atención a través de la lectura de EEG. Para verificar la efectividad del sistema, se utilizó el equipo de EEG conocido como Mindwave Neurosky, con el fin de medir los niveles de atención del participante. El estado de atención de un individuo se puede determinar a través de parámetros fisiológicos, una métrica importante que se puede extraer es la clasificación de la atención. Con el uso de la tecnología Neuroexperimenter, el estudio mostró que el estado de atención del estudiante se evidencia a través de la intensidad eléctrica con oscilaciones neuronales y trajo los resultados a través de datos brutos, buscando estados de atención efectivos e ineficaces. Los resultados del estudio fueron exitosos y respaldan la afirmación de que el algoritmo de atención del dispositivo EEG representa de hecho la atención del participante. Esta tesis propuso un enfoque de validez utilizando los hallazgos de la neurociencia en relación con las métricas fisiológicas de la atención. Este enfoque se ha demostrado con el dispositivo EEG portátil Mindwave. Con base en los resultados entre las bandas de frecuencia y los valores de atención calculados por el dispositivo, se puede observar que se evidenciaron oscilaciones en el estado y proceso de atención

Aplicação da tecnologia interface cérebro-computador em recursos educacionais : o reconhecimento de emoções

Esta tese teve por objetivo investigar os fenômenos das emoções desencadeadas, observando as frequências das regiões em que ocorrem diferentes impulsos cerebrais dos estudantes ao utilizarem diferentes recursos educacionais de ciências por meio da mensuração cerebral com eletroencefalogramas (EEG). Os recursos educacionais escolhidos foram: vídeos, realidade virtual e a assistente virtual ALEXA. A escolha por estes recursos diz respeito, especialmente, aos impactos na aprendizagem, à usabilidade e à inovação para o ensino de ciências. O fenômeno dos estados emocionais dos estudantes durante a realização de atividades com os recursos citados foi registrada com o uso de sensores EEG portáteis, que são equipamentos que medem ondas cerebrais de forma não invasiva. Foram definidas similaridades nas classificações para os padrões de frequência cerebral encontrados, normalizando as diferenças que precisam ser sensíveis as regiões das frequências cerebrais. Métodos de diferentes emoções e evidências foram usados para fornecer características similares, além de técnicas de EEG, observando o mapeamento da ativação em que ocorre. Os resultados apontaram que os estudos com sensores vestíveis podem detectar sinais diferenciáveis para vários estados mentais dos estudantes. Isso ficou evidente durante as análises que trouxeram as faixas medidas em Hert e a predominância das ondas apresentadas foram as ondas alpha e beta em sua maior concentração. Este resultado traz a importância da capacidade da leitura da atividade cerebral e sua portabilidade em ambiente de sala de aula. Essa pesquisa mostra que a leitura de ondas cerebrais EEG pode ser uma ferramenta relevante para o ensino de ciências utilizadas como Interface Cérebro-Computador. Nos estudos foram observadas as emoções dos estudantes sob o aspecto dos recursos educacionais conduzido por meio de um software de leitura de atividade cerebral e o uso de sensores EEG. O estudo encontrou diferenças significativas no estado emocional em diferentes recursos educacionais sendo os valores de emoções mensurados nas diferentes situações o que mais predominou foi em que ocorreu mais animação visual Com isso, esperamos contribuir com o conhecimento sobre as relações entre os recursos educacionais emergentes em ciências e os fenômenos das emoções desencadeadas no estudante durante seu uso e realização.This objective aimed to investigate the triggered phenomena and emotions, observing the frequencies of the regions in which different characteristics of the students were used in different educational science resources, through brain measurement with electroencephaly (EEG). The chosen resources were: videos, virtual reality and ALEXA virtual assistant. The choice for these resources for Science Teaching, especially the impacts on learning, usability and innovation for Science Teaching. The phenomenon of students' attention while carrying out activities with the aforementioned resources was recorded using portable EEG devices, which are equipment that measure waves invasively. were found for the brain frequency patterns found, such as differences that need to be included as regions of similar frequencies, being normalized. Attention methods and combination tests were used for characteristics such as, in addition to offering techniques and similar stimuli. The results indicate that studies with wearable sensors can detect different signals for various mental states of students. This, during the period of observed waves, were presented as being the songs that were presented as being the predominant waves of Hertz. This result brings the importance of the ability to read brain activity and its portability in a classroom environment. This shows that reading EEG research waves can be a relevant tool for Science Teaching used as a Brain Computer Interface. In the studies, emotions and the phenomenon of students were o bserved under the aspect of reading resources of brain sensors and the use of EEG. The study of significant differences in attention and emotions in different media, with the values of attention and emotions measured in the different differences, which predominated where more visual stimuli occurred. The emerging resources in Science and the phenomena of attention and emotions triggered in the student during their use and realization