Assessing student attentional engagement from brain activity during STEM instruction

在 STEM 教学期间评估学生大脑活动的注意力投入

• 批准号: 1660548
• 负责人: Lucas Parra
• 金额: $ 107.34万
• 依托单位: CUNY City College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1660548&HistoricalAwards=false
• 关键词: Assessing; student; attentional; engagement; brain

When a teacher is presenting new material during class or online, are students actually paying attention? The ambitious goal of this project is to objectively measure students' attentional engagement during learning using electroencephalography (EEG). Specifically, it measures students' brain activity as they watch online educational videos, and then compares their neural activity to how well they perform on traditional measures of learning such as tests and quizzes. If successful, this project will develop a tool that can assess student attentional engagement at the neural level and predict learning performance. Providing a concrete and practical educational application for brain imaging is important because it can be used to inform the effectiveness of teaching approaches and instructional materials, or intervene in real-time when individual students fail to engage with the material. Such a tool may be particularly important in the context of online education where teachers and students often do not immediately interact with one another. The educational video material will focus on natural sciences and math with the goal of improving STEM education. The project is funded by the EHR Core Research (ECR) program which funds basic research that seeks to understand, build theory to explain, and suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation. It is co-funded by the Perception, Action, and Cognition program in the Social, Behavioral, and Economics Sciences Directorate. Effective learning requires attention to the instructional material. By measuring attention from brain signals, both the efficacy of instruction and the performance of individual students may be assessed. Knowing whether and when students fail to engage attention is crucial for designing better instructional materials or to assist students on an individual basis. The basic hypothesis of this project is that effective instructional materials will generate similar EEG responses across attentive students. The investigators test this hypothesis for STEM educational videos to determine if learning can indeed be predicted. Participants include ~180 undergraduates enrolled in City College of New York's Division of Science and School of Engineering. Educationally, participants also include 30 high school seniors from four diverse New York City high schools. Similarity among students' responses to educational video will be measured as inter-subject correlation (ISC) of EEG activity. The project has three specific aims: (1) Validate ISC using instructional videos; (2) Test the link between ISC and traditional learning outcome measures; and (3) Develop a mobile application to help transfer ISC measures from the laboratory to the classroom setting.

当老师在课堂上或网上展示新材料时，学生们真的在注意吗？该项目的宏伟目标是使用脑电图（EEG）客观地测量学生在学习过程中的注意力投入。具体来说，它测量学生观看在线教育视频时的大脑活动，然后将他们的神经活动与他们在测试和测验等传统学习指标中的表现进行比较。如果成功，该项目将开发一种工具，可以在神经水平上评估学生的注意力参与并预测学习成绩。为大脑成像提供具体而实用的教育应用非常重要，因为它可以用于告知教学方法和教学材料的有效性，或者在个别学生无法参与材料时进行实时干预。这种工具在教师和学生往往不能立即相互交流的在线教育中可能特别重要。教育视频材料将侧重于自然科学和数学，目标是改善STEM教育。该项目由EHR核心研究（ECR）计划资助，该计划资助基础研究，旨在理解，建立理论解释，并提出干预措施（和创新），以解决STEM兴趣，教育，学习和参与方面的持续挑战。它是由社会，行为和经济科学理事会的感知，行动和认知计划共同资助的。有效的学习需要注意教学材料。通过测量大脑信号的注意力，可以评估教学的效果和学生个人的表现。了解学生是否以及何时未能引起注意对于设计更好的教学材料或帮助学生个人至关重要。这个项目的基本假设是，有效的教学材料将产生类似的脑电图反应在注意力集中的学生。研究人员在STEM教育视频中测试了这一假设，以确定学习是否确实可以预测。 参与者包括约180名就读于纽约城市学院科学系和工程学院的本科生。在教育方面，参与者还包括来自四所不同纽约市高中的30名高中毕业生。 学生对教育视频的反应之间的相似性将被测量为EEG活动的受试者间相关性（ISC）。该项目有三个具体目标：（1）利用教学视频推广国际标准课程;（2）测试国际标准课程与传统学习成果衡量标准之间的联系;（3）开发一个移动的应用程序，以帮助将国际标准课程的衡量标准从实验室转移到教室。

项目成果

Neural engagement with online educational videos predicts learning performance for individual students

• DOI: 10.1016/j.nlm.2018.06.011
• 发表时间: 2018-11-01
• 期刊: NEUROBIOLOGY OF LEARNING AND MEMORY
• 影响因子: 2.7
• 作者: Cohen, Samantha S.;Madsen, Jens;Parra, Lucas C.
• 通讯作者: Parra, Lucas C.

Conscious processing of narrative stimuli synchronizes heart rate between individuals

• DOI: 10.1016/j.celrep.2021.109692
• 发表时间: 2021-09-14
• 期刊: CELL REPORTS
• 影响因子: 8.8
• 作者: Perez, Pauline;Madsen, Jens;Sitt, Jacobo D.
• 通讯作者: Sitt, Jacobo D.

Synchronized eye movements predict test scores in online video education

• DOI: 10.1073/pnas.2016980118
• 发表时间: 2021-02-02
• 期刊: PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
• 影响因子: 11.1
• 作者: Madsen, Jens;Julio, Sara U.;Parra, Lucas C.
• 通讯作者: Parra, Lucas C.

Music synchronizes brainwaves across listeners with strong effects of repetition, familiarity and training

音乐使听众的脑电波同步，具有重复、熟悉和训练的强烈效果

• DOI: 10.1038/s41598-019-40254-w
• 发表时间: 2019
• 期刊: Scientific Reports
• 影响因子: 4.6
• 作者: Madsen, Jens;Margulis, Elizabeth Hellmuth;Simchy-Gross, Rhimmon;Parra, Lucas C.
• 通讯作者: Parra, Lucas C.