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Jiang M, Liu Y, Cao Y, Liu Y, Wang J, Li P, Xia S, Lin Y, Liu W. Auxiliary diagnostic method of Parkinson's disease based on eye movement analysis in a virtual reality environment. Neurosci Lett 2024; 842:137956. [PMID: 39233045 DOI: 10.1016/j.neulet.2024.137956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Revised: 08/12/2024] [Accepted: 08/28/2024] [Indexed: 09/06/2024]
Abstract
Eye movement dysfunction is one of the non-motor symptoms of Parkinson's disease (PD). An accurate analysis method for eye movement is an effective way to gain a deeper understanding of the nervous system function of PD patients. However, currently, there are only a few assistive methods available to help physicians conveniently and consistently assess patients suspected of having PD. To solve this problem, we proposed a novel visual behavioral analysis method using eye tracking to evaluate eye movement dysfunction in PD patients automatically. This method first provided a physician task simulation to induce PD-related eye movements in Virtual Reality (VR). Subsequently, we extracted eye movement features from recorded eye videos and applied a machine learning algorithm to establish a PD diagnostic model. Then, we collected eye movement data from 66 participants (including 22 healthy controls and 44 PD patients) in a VR environment for training and testing during visual tasks. Finally, on this relatively small dataset, the results reveal that the Support Vector Machine (SVM) algorithm has better classification potential.
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Affiliation(s)
- Maosong Jiang
- School of Information and Communication Engineering, Dalian University of Technology, Dalian, Liaoning 116024, China
| | - Yanzhi Liu
- Department of Neurology, The Second Affiliated Hospital of Dalian Medical University, Dalian, Liaoning 116024, China
| | - Yanlu Cao
- School of Information and Communication Engineering, Dalian University of Technology, Dalian, Liaoning 116024, China
| | - Yuzhu Liu
- Department of Neurology, The Second Affiliated Hospital of Dalian Medical University, Dalian, Liaoning 116024, China
| | - Jiatian Wang
- Department of Neurology, The Second Affiliated Hospital of Dalian Medical University, Dalian, Liaoning 116024, China
| | - Peixue Li
- Department of Neurology, The Second Affiliated Hospital of Dalian Medical University, Dalian, Liaoning 116024, China
| | - Shufeng Xia
- School of Information and Communication Engineering, Dalian University of Technology, Dalian, Liaoning 116024, China
| | - Yongzhong Lin
- Department of Neurology, The Second Affiliated Hospital of Dalian Medical University, Dalian, Liaoning 116024, China.
| | - Wenlong Liu
- School of Information and Communication Engineering, Dalian University of Technology, Dalian, Liaoning 116024, China.
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Caravati E, Barbeni F, Chiarion G, Raggi M, Mesin L. Closed-Loop Transcranial Electrical Neurostimulation for Sustained Attention Enhancement: A Pilot Study towards Personalized Intervention Strategies. Bioengineering (Basel) 2024; 11:467. [PMID: 38790334 PMCID: PMC11118513 DOI: 10.3390/bioengineering11050467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2024] [Revised: 05/03/2024] [Accepted: 05/06/2024] [Indexed: 05/26/2024] Open
Abstract
Sustained attention is pivotal for tasks like studying and working for which focus and low distractions are necessary for peak productivity. This study explores the effectiveness of adaptive transcranial direct current stimulation (tDCS) in either the frontal or parietal region to enhance sustained attention. The research involved ten healthy university students performing the Continuous Performance Task-AX (AX-CPT) while receiving either frontal or parietal tDCS. The study comprised three phases. First, we acquired the electroencephalography (EEG) signal to identify the most suitable metrics related to attention states. Among different spectral and complexity metrics computed on 3 s epochs of EEG, the Fuzzy Entropy and Multiscale Sample Entropy Index of frontal channels were selected. Secondly, we assessed how tDCS at a fixed 1.0 mA current affects attentional performance. Finally, a real-time experiment involving continuous metric monitoring allowed personalized dynamic optimization of the current amplitude and stimulation site (frontal or parietal). The findings reveal statistically significant improvements in mean accuracy (94.04 vs. 90.82%) and reaction times (262.93 vs. 302.03 ms) with the adaptive tDCS compared to a non-stimulation condition. Average reaction times were statistically shorter during adaptive stimulation compared to a fixed current amplitude condition (262.93 vs. 283.56 ms), while mean accuracy stayed similar (94.04 vs. 93.36%, improvement not statistically significant). Despite the limited number of subjects, this work points out the promising potential of adaptive tDCS as a tailored treatment for enhancing sustained attention.
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Affiliation(s)
| | | | | | | | - Luca Mesin
- Mathematical Biology and Physiology, Department Electronics and Telecommunications, Politecnico di Torino, 10129 Turin, Italy; (E.C.); (F.B.); (G.C.); (M.R.)
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Šola HM, Qureshi FH, Khawaja S. Exploring the Untapped Potential of Neuromarketing in Online Learning: Implications and Challenges for the Higher Education Sector in Europe. Behav Sci (Basel) 2024; 14:80. [PMID: 38392433 PMCID: PMC10885895 DOI: 10.3390/bs14020080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2023] [Revised: 01/11/2024] [Accepted: 01/18/2024] [Indexed: 02/24/2024] Open
Abstract
This research investigates the impact of applying neuromarketing techniques to three practical examples of higher education (HE) branding: an official college website page, an official college Facebook page, and recorded online video lectures used for teaching at HE institutions. The study was conducted in three different HE institutions with a representative sample of 720 participants, with n = 529 used for testing the CARE college website, n = 59 for testing the HAZEF Facebook page, and n = 132 for testing the emotional response of students studying online. To assess the participants' emotional responses, this study utilized automated facial coding through a webcam (15 Hz) and considered mood intensities. Additionally, a sentiment analysis was employed to verify the survey results and determine any discrepancies in the cognitive response. By analyzing gaze activity, movement patterns, and emotional responses, valuable insights were gained into students' behaviors and preferences. This study recommends incorporating neuromarketing research into HE branding and online teaching to enhance students' learning experiences. Overall, this study contributes to the understanding of human expectations and behaviors in response to online teaching and provides valuable insights for HE institutions in Europe.
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Affiliation(s)
- Hedda Martina Šola
- Oxford Centre for Applied Research and Entrepreneurship (OxCARE), Oxford Business College, 65 George Street, Oxford OX1 2BQ, UK
- Institute for Neuromarketing, Jurja Ves III Spur no 4, 10000 Zagreb, Croatia
| | | | - Sarwar Khawaja
- Oxford Business College, 65 George Street, Oxford OX1 2BQ, UK
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da Silva Soares R, Oku AYA, Barreto CDSF, Sato JR. Exploring the potential of eye tracking on personalized learning and real-time feedback in modern education. PROGRESS IN BRAIN RESEARCH 2023; 282:49-70. [PMID: 38035909 DOI: 10.1016/bs.pbr.2023.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/02/2023]
Abstract
Eye tracking is one of the techniques used to investigate cognitive mechanisms involved in the school context, such as joint attention and visual perception. Eye tracker has portability, straightforward application, cost-effectiveness, and infant-friendly neuroimaging measures of cognitive processes such as attention, engagement, and learning. Furthermore, the ongoing software enhancements coupled with the implementation of artificial intelligence algorithms have improved the precision of collecting eye movement data and simplified the calibration process. These characteristics make it plausible to consider eye-tracking technology a promising tool to assist the teaching-learning process in school routines. However, eye tracking needs to be explored more as an educational instrument for real-time classroom activities and teachers' feedback. This perspective article briefly presents the fundamentals of the eye-tracking technique and four illustrative examples of employing this method in everyday school life. The first application shows how eye tracker information may contribute to teacher assessment of students' computational thinking in coding classes. In the second and third illustrations, we discuss the additional information provided by the eye-tracker to the teacher assessing the student's strategies to solve fraction problems and chart interpretation. The last illustration demonstrates the potential of eye tracking to provide Real-time feedback on learning difficulties/disabilities. Thus, we highlight the potential of the eye tracker as a complementary tool to promote personalized education and discuss future perspectives. In conclusion, we suggest that an eye-tracking system could be helpful by providing real-time student gaze leading to immediate teacher interventions and metacognition strategies.
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Affiliation(s)
- Raimundo da Silva Soares
- Center of Mathematics, Computing and Cognition, Federal University of ABC, São Bernardo do Campo, Brazil; Graduate Program in Neuroscience and Cognition, Federal University of ABC, Santo André, Brazil
| | - Amanda Yumi Ambriola Oku
- Center of Mathematics, Computing and Cognition, Federal University of ABC, São Bernardo do Campo, Brazil; Graduate Program in Neuroscience and Cognition, Federal University of ABC, Santo André, Brazil
| | - Cândida da Silva Ferreira Barreto
- Faculty of Education, South Africa National Research Foundation Research Chair at the University of Johannesburg, Johannesburg, South Africa
| | - João Ricardo Sato
- Center of Mathematics, Computing and Cognition, Federal University of ABC, São Bernardo do Campo, Brazil; Graduate Program in Neuroscience and Cognition, Federal University of ABC, Santo André, Brazil.
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Jiang L, Yang C, Pi Z, Li Y, Liu S, Yi X. Individuals with High Metacognitive Ability Are Better at Divergent and Convergent Thinking. J Intell 2023; 11:162. [PMID: 37623545 PMCID: PMC10455872 DOI: 10.3390/jintelligence11080162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2023] [Revised: 07/29/2023] [Accepted: 08/09/2023] [Indexed: 08/26/2023] Open
Abstract
Is metacognitive ability a predictor of creative performance? Previous studies have produced conflicting findings. To clarify whether this relationship exists, the current study used eye tracking techniques and vocal thinking reports to explore creativity differences in individuals with different levels of metacognitive ability. One hundred and twelve participants completed the Metacognitive Ability scale, and were divided into two groups (with thirty participants in each group) based on their metacognition scores (the highest and lowest 27% of metacognitive ability scores). Then, participants in both groups completed two creative thinking tasks (AUT and CCRAT) while their eye behaviors were recorded by eye tracking. The results showed that participants with high metacognitive ability were better at divergent thinking, as evidenced by greater fixation and saccade counts, as well as smaller saccade amplitudes in the AUT task. In addition, Bayesian analyses provide anecdotal evidence that participants with high metacognitive ability tended to be better at convergent thinking. Furthermore, eye tracking results demonstrated that they exhibited longer fixation duration and more fixation count on the materials in the CCRAT task. These findings reflect an important role of metacognition in creative thinking, especially in divergent thinking.
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Affiliation(s)
- Lan Jiang
- Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, No. 199 Chang’an Road, Yanta District, Xi’an 710062, China; (L.J.); (Z.P.)
| | - Chunliang Yang
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, 19 Xinjiekouwai Street, Haidian District, Beijing 100875, China; (C.Y.); (S.L.)
| | - Zhongling Pi
- Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, No. 199 Chang’an Road, Yanta District, Xi’an 710062, China; (L.J.); (Z.P.)
| | - Yangping Li
- School of Foreign Studies, Xi’an Jiaotong University, No. 28 Xianning West Road, Xi’an 710049, China;
| | - Shaohang Liu
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, 19 Xinjiekouwai Street, Haidian District, Beijing 100875, China; (C.Y.); (S.L.)
| | - Xinfa Yi
- Key Laboratory of Modern Teaching Technology (Ministry of Education), Shaanxi Normal University, No. 199 Chang’an Road, Yanta District, Xi’an 710062, China; (L.J.); (Z.P.)
- The Branch Center of National Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University, Shaanxi Normal University, No. 199 Chang’an Road, Yanta District, Xi’an 710062, China
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Investigating Visual Perception in Teaching and Learning with Advanced Eye-Tracking Methodologies: Rewards and Challenges of an Innovative Research Paradigm. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09567-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
AbstractIn this discussion paper, teaching and learning are characterized as being situated, complex, and reciprocally interactive activities. Accordingly, a teacher’s pedagogical actions are always action and reaction at the same time. Irrespective of the reciprocally interactive nature of teaching and learning, educational research has sought to identify characteristics of teacher expertise that enable teachers to influence students’ learning in a systematic and positive way. In this respect, the contributions to this special issue offer an innovative research paradigm, because they bring together different and originally separated strands of research: (1) research on professional vision in teacher education, (2) research on the structure and development of expertise in cognitive science, (3) research on cognitive processes by means of eye-tracking technologies in psychology, and (4) research on educational effectiveness and instructional quality in educational science. Following this introduction, a detailed discussion of the rewards and challenges of each of the seven contributions is provided. This discussion leads to the following conclusions: (a) The emphasis on the “reacting teacher” in professional vision research undervalues the role of lesson planning for the flexible handling of sudden events during class instruction. (b) The assumption of professional vision as mediator between a teacher’s knowledge and pedagogical actions overlooks that teachers can sometimes do more than they can tell. (c) Not all of the gaze behavior that is currently studied needs to be instructed. (d) Research should move beyond explorative expert-novice comparisons to hypotheses-driven designs that investigate how teachers can learn to successfully apply evidence-based pedagogical principles.
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