Parashar Rachna, Shukla Mukesh, Ganguly Abhimanyu, Hulke Sandip M
Department of Physiology, AIIMS, Bhopal, Madhya Pradesh, India.
Department of Community Medicine, Vir Chandra Singh Garhwali Government Institute of Medical Science and Research, Srinagar, Uttarakhand, India.
J Educ Health Promot. 2020 Jun 30;9:162. doi: 10.4103/jehp.jehp_654_19. eCollection 2020.
Different types of learners based on sensory modalities are observed. Cognition or physiological alterations in the sensory pathways might play its role in different modalities of visual, auditory, read and write, and kinesthetic learners which are based on different sensory modalities of perception.
The objective of this study is to ascertain an objective parameter (neurophysiological parameters) for the classification of learners based on their preferred sensory modality.
An experimental cross-sectional study was conducted among 100 medical students. Learners were classified into visual, auditory, read-write, and kinesthetic learners based on the interpretation drawn on the basis of the VARK questionnaire. Sensory-evoked potentials (SEPs), including pattern shift visual (PSVEPs), brain stem auditory (BAEPs), short-latency somatosensory (SSEP), and event-related potentials (P300) were measured. SEPs measured in microvolts were recorded from the scalp with the help of active and reference electrodes. Multiple responses to sensory stimuli (using NIHON KOHDEN Corporation Neuropack X1, Tokyo, Japan) were recored and averaged using the computerized signal averging technique.
No statistically significant difference was observed in conduction velocities (in terms of latency and amplitude) of SEP among different type of learners, except latency N145 wave form in VEP ( < 0.05). A characteristic pattern of minimal comparative latency was observed among the majority of visual learners. Similary, P300 has shown a characteristic pattern of decreased comparative latency among majority of read and write learners.
Study findings suggested that among existing teaching and learning modalities, visual modalities were observed faster but to retain it in memory and for abstract thinking, students should utilize read and writing skills which are lacking in the era of digitalization and overuse of electronic devices.
观察到基于感觉模态的不同类型学习者。感觉通路中的认知或生理改变可能在基于不同感知感觉模态的视觉、听觉、读写和动觉学习者的不同模态中发挥作用。
本研究的目的是确定一个客观参数（神经生理参数），用于根据学习者偏好的感觉模态对其进行分类。
对100名医学生进行了一项实验性横断面研究。根据VARK问卷得出的解释，将学习者分为视觉、听觉、读写和动觉学习者。测量了感觉诱发电位（SEP），包括模式翻转视觉诱发电位（PSVEP）、脑干听觉诱发电位（BAEP）、短潜伏期体感诱发电位（SSEP）和事件相关电位（P300）。以微伏为单位测量的SEP通过有源电极和参考电极从头皮记录。对感觉刺激的多次反应（使用日本光电公司的Neuropack X1，东京，日本）进行记录，并使用计算机信号平均技术进行平均。
除VEP中潜伏期N145波形外（<0.05），不同类型学习者之间SEP的传导速度（潜伏期和波幅方面）未观察到统计学显著差异。在大多数视觉学习者中观察到最小比较潜伏期的特征模式。同样，P300在大多数读写学习者中显示出比较潜伏期降低的特征模式。
研究结果表明，在现有的教学模式中，视觉模式观察速度更快，但为了将其保留在记忆中并进行抽象思维，学生应利用在数字化和电子设备过度使用时代所缺乏的读写技能。
