Neural engagement with online educational videos predicts learning performance for individual students
Neural engagement with online educational videos predicts learning performance for individual students
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DOI：
10.1016/j.nlm.2018.06.011
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发表时间：
2018-11-01
影响因子：
2.7
通讯作者：
Parra, Lucas C.
中科院分区：
文献类型：
--
作者：
Cohen, Samantha S.;Madsen, Jens;Parra, Lucas C.
在线教育材料主要通过视频传播，但人们对这些视频如何吸引学生并促进学业成功知之甚少。我们假设，脑电图（EEG）的组成部分，以前显示，以反映视频参与，将是预测的学习成绩在教育视频的背景下。两组受试者在有意学习范式中观看教育视频，其中他们意识到即将到来的测试，或者在偶然学习范式中，他们不知道他们将被测试。“神经参与”通过由视频诱发的EEG的受试者间相关性（ISC）来量化。在这两组中，神经参与度较高的学生保留了更多的信息。神经参与也区分了专注和不专注的视频观看。这些结果表明，这个EEG指标是一个标记的刺激相关的注意力机制，必要的保留信息。在未来，EEG可能被用作设计和评估在线教育内容的工具。
Online educational materials are largely disseminated through videos, and yet there is little understanding of how these videos engage students and fuel academic success. We hypothesized that components of the electroencephalogram (EEG), previously shown to reflect video engagement, would be predictive of academic performance in the context of educational videos. Two groups of subjects watched educational videos in either an intentional learning paradigm, in which they were aware of an upcoming test, or in an incidental learning paradigm, in which they were unaware that they would be tested. "Neural engagement" was quantified by the inter-subject correlation (ISC) of the EEG that was evoked by the videos. In both groups, students with higher neural engagement retained more information. Neural engagement also discriminated between attentive and inattentive video viewing. These results suggest that this EEG metric is a marker of the stimulus-related attentional mechanisms necessary to retain information. In the future, EEG may be used as a tool to design and assess online educational content.