Анализ стресса, внимания, интереса и вовлеченности в очном и онлайн высшем образовании: Нейротехнологическое исследование

 David Juárez-Varón, Valencia (Испания)

 Isabel Bellido-García, Valencia (Испания)

 Brij-B. Gupta, Taichung City (Тайвань)

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

Ключевые слова

Обучение, преподавание в классе, преподавание онлайн, университет, инновации в образовании, нейрообразование

Резюме

Цель данной работы - зарегистрировать и проанализировать с помощью нейротехнологий в университетском образовательном контексте очного и онлайн обучения влияние на соответствующие переменные в процессе обучения. Это представляет собой инновацию в современной научной литературе в этой области. В данном исследовании нейротехнологии были использованы для измерения когнитивной обработки стимулов, разработанных для академического опыта в университетской магистратуре. В качестве нейротехнологий использовались гальваническая реакция кожи (GSR), электроэнцефалография (ЭЭГ) и отслеживание движения глаз. После анализа записей мозга, основанных на показателях внимания, интереса, стресса и вовлеченности в образовательный контекст на месте и их сравнительного анализа с онлайн-мониторингом, результаты показали, что уровень эмоциональной интенсивности студентов, которые следили за занятием лично, был выше, чем у тех, кто присутствовал онлайн. В то же время, значения позитивной активности мозга (внимание, интерес и вовлеченность) были выше в очной группе, а негативная переменная стресс также была выше, что можно объяснить тем, что онлайн студенты не активировали камеру. Записи мозга студентов, обучавшихся дистанционно, показывают меньшую заинтересованность и внимание, а также меньшую эмоциональную интенсивность, демонстрируя, что дистанционное (онлайн) обучение менее эффективно, чем обучение в аудитории, с точки зрения сигналов мозга, для теоретического занятия в магистратуре университета.

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Получила: 25-12-2022

пересмотренный: 22-01-2023

Принятый: 23-02-2023

OnlineFirst: 30-05-2023

Дата публикации: 01-07-2023

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