Rueda-Castro Valentina, Azofeifa Jose Daniel, Chacon Julian, Caratozzolo Patricia
Institute for the Future of Education, Tecnologico de Monterrey, Monterrey, Mexico.
School of Engineering and Sciences, Tecnologico de Monterrey, Mexico City, Mexico.
Front Hum Neurosci. 2024 Aug 27;18:1427512. doi: 10.3389/fnhum.2024.1427512. eCollection 2024.
In transitioning from Industry 4.0 to the forthcoming Industry 5.0, this research explores the fusion of the humanistic view and technological developments to redefine Continuing Engineering Education (CEE). Industry 5.0 introduces concepts like biomanufacturing and human-centricity, embodying the integration of sustainability and resiliency principles in CEE, thereby shaping the upskilling and reskilling initiatives for the future workforce. The interaction of sophisticated concepts such as Human-Machine Interface and Brain-Computer Interface (BCI) forms a conceptual bridge toward the approaching Fifth Industrial Revolution, allowing one to understand human beings and the impact of their biological development across diverse and changing workplace settings.
Our research is based on recent studies into Knowledge, Skills, and Abilities taxonomies, linking these elements with dynamic labor market profiles. This work intends to integrate a biometric perspective to conceptualize and describe how cognitive abilities could be represented by linking a Neuropsychological test and a biometric assessment. We administered the brief Neuropsychological Battery in Spanish (Neuropsi Breve). At the same time, 15 engineering students used the Emotiv insight device that allowed the EEG recollection to measure performance metrics such as attention, stress, engagement, and excitement.
The findings of this research illustrate a methodology that allowed the first approach to the cognitive abilities of engineering students to be from neurobiological and behavioral perspectives. Additionally, two profiles were extracted from the results. The first illustrates the Neuropsi test areas, its most common mistakes, and its performance ratings regarding the students' sample. The second profile shows the interaction between the EEG and Neuropsi test, showing engineering students' cognitive and emotional states based on biometric levels.
The study demonstrates the potential of integrating neurobiological assessment into engineering education, highlighting a significant advancement in addressing the skills requirements of Industry 5.0. The results suggest that obtaining a comprehensive understanding of students' cognitive abilities is possible, and educational interventions can be adapted by combining neuropsychological approaches with EEG data collection. In the future, it is essential to refine these evaluation methods further and explore their applicability in different engineering disciplines. Additionally, it is necessary to investigate the long-term impact of these methods on workforce preparation and performance.
在从工业4.0向即将到来的工业5.0转型过程中，本研究探索人文视角与技术发展的融合，以重新定义持续工程教育（CEE）。工业5.0引入了生物制造和以人为本等概念，体现了可持续性和弹性原则在持续工程教育中的整合，从而塑造了未来劳动力的技能提升和再培训计划。人机界面和脑机接口（BCI）等复杂概念的相互作用形成了通向即将到来的第五次工业革命的概念桥梁，使人们能够理解人类及其生物发展在多样且不断变化的工作场所环境中的影响。
我们的研究基于对知识、技能和能力分类法的最新研究，将这些要素与动态劳动力市场概况联系起来。这项工作旨在整合生物特征视角，以概念化和描述如何通过将神经心理学测试与生物特征评估相联系来表征认知能力。我们用西班牙语 administered 了简短神经心理测验（Neuropsi Breve）。与此同时，15名工科学生使用了Emotiv insight设备，该设备允许脑电图记录来测量注意力、压力、参与度和兴奋度等性能指标。
本研究结果说明了一种方法，该方法使得能够首次从神经生物学和行为学角度研究工科学生的认知能力。此外，从结果中提取了两种概况。第一种概况说明了Neuropsi测试领域、其最常见错误以及关于学生样本的表现评级。第二种概况显示了脑电图与Neuropsi测试之间的相互作用，基于生物特征水平展示了工科学生的认知和情绪状态。
该研究证明了将神经生物学评估整合到工程教育中的潜力，突出了在满足工业5.0技能要求方面的重大进展。结果表明，有可能全面了解学生的认知能力，并且通过将神经心理学方法与脑电图数据收集相结合，可以调整教育干预措施。未来必须进一步完善这些评估方法，并探索它们在不同工程学科中的适用性。此外，有必要研究这些方法对劳动力培养和绩效的长期影响。
