面对面和在线高等教育中压力、注意力、兴趣和情感联系的分析：一项神经技术研究

 David Juárez-Varón, Valencia (西班牙)

 Isabel Bellido-García, Valencia (西班牙)

 Brij-B. Gupta, Taichung City (台湾地区)

https://doi.org/10.3916/C76-2023-02

关键词

学习，面授教学，在线教学，大学，教育创新，神经教育

摘要

本研究旨在记录和分析神经技术的使用在面授和在线大学培训环境中对学习过程中相关变量的影响。我们认为这是文献中的创新。在这项研究中，神经科学技术已被用于测量为大学硕士课程的学术体验而设计的刺激的认知处理。研究使用的神经技术包括皮肤电反应 (GSR)、脑电图 (EEG) 和眼动追踪。研究对大脑记录进行了相关注意力、兴趣、压力和情感联系（参与度）的分析，该分析是在面授教育环境中与其在线检测的比较中进行的。分析后的结果表明，亲自上课的学生的情绪强度水平为高于在线参加的人。同时，现场组的积极大脑活动值（注意力、兴趣和参与度） 更高，消极可变压力也更高，这可以解释为在线连接的学生没有启动摄像头。远程参加的学生的大脑记录显示兴趣和注意力较少，情绪强度也较低，因此就大脑信号而言，远程（在线）对于大学硕士学位课程理论课的学习效果不如课堂学习。

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收到: 25-12-2022

修订: 22-01-2023

公认: 23-02-2023

OnlineFirst: 30-05-2023

发布日期: 01-07-2023

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