Educational Communication with Generative AI: Embodied Interaction through EMG and Game Control in University Environments
DOI:
https://doi.org/10.5281/zenodo.18113613Keywords:
Generative AI, Higher Education, Language Models, Electromyography, Active Learning, Educational Technology.Abstract
The growing interest in integrating advanced sensory technologies into higher education demands clear definitions and justifications. Electromyography (EMG) records the electrical signals generated by muscle activation and can be used as a control interface in computational systems, while EMG-based game control translates these signals into actions within game-digital environments (De Luca et al., 2006). This study aims to evaluate how the combination of EMG and game control enhances educommunication—the synergy between education and communication oriented toward critical thinking and dialogic participation (Aparici y Silva, 2012)—among university students. A comparative experimental design with a control group was employed. Sixty mathematical engineering students participated in gamified activities under two conditions: EMG–game control and a traditional method. During the sessions, EMG signals were captured using a BITalino device (1,000 Hz; 113 Hz low-pass/high-pass filters) and metrics of engagement, collaborative task accuracy, and informational entropy of the signal were recorded. Quantitative data were analyzed using paired-sample t-tests, ANOVAs, and correlations; qualitative data were examined via thematic analysis of interviews. The results indicate that the EMG–game control condition produced significant increases in engagement (p < .01; d = 0.75) and collaborative accuracy (p < .05), as well as an average 15 % reduction in informational entropy compared to the control. The thematic analysis revealed positive perceptions of bodily immersion and adaptive feedback. It is concluded that embodied EMG–game control interfaces create a more immersive and participatory learning environment, reduce informational disorder, and promote knowledge co-construction in university settings. These findings suggest the need to explore their application in non-technical disciplines and to develop technology-socialization protocols prior to intervention.
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