The Graduate Center of the City University of New York, New York, NY, United States; The City College of the City University of New York, New York, NY, United States.
The City College of the City University of New York, New York, NY, United States.
Neurobiol Learn Mem. 2018 Nov;155:60-64. doi: 10.1016/j.nlm.2018.06.011. Epub 2018 Jun 25.
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.
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和促进学业成功知之甚少。我们假设，先前被证明可以反映视频参与度的脑电图（EEG）成分将能够预测教育视频背景下的学业表现。两组受试者分别以有意学习范式或偶然学习范式观看教育视频，前者在观看视频时意识到即将进行测试，而后者则不知道自己将被测试。通过视频引起的 EEG 的跨被试相关（ISC）来量化“神经参与度”。在这两组中，神经参与度较高的学生保留了更多的信息。神经参与度还可以区分注意力集中和不集中的视频观看。这些结果表明，该 EEG 指标是保留信息所需的与刺激相关的注意力机制的标志物。在未来，EEG 可能会被用作设计和评估在线教育内容的工具。
