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Zadina JN. The Synergy Zone: Connecting the Mind, Brain, and Heart for the Ideal Classroom Learning Environment. Brain Sci 2023; 13:1314. [PMID: 37759915 PMCID: PMC10526388 DOI: 10.3390/brainsci13091314] [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: 06/29/2023] [Revised: 09/08/2023] [Accepted: 09/09/2023] [Indexed: 09/29/2023] Open
Abstract
This paper proposes a new perspective on implementing neuroeducation in the classroom. The pandemic exacerbated the mental health issues of faculty and students, creating a mental health crisis that impairs learning. It is important to get our students back in "the zone", both cognitively and emotionally, by creating an ideal learning environment for capturing our students and keeping them-the Synergy Zone. Research that examines the classroom environment often focuses on the foreground-instructors' organizational and instructional aspects and content. However, the emotional climate of the classroom affects student well-being. This emotional climate would ideally exhibit the brain states of engagement, attention, connection, and enjoyment by addressing the mind, brain, and heart. This ideal learning environment would be achieved by combining proposed practices derived from three areas of research: flow theory, brain synchronization, and positive emotion with heart engagement. Each of these enhances the desired brain states in a way that the whole is greater than the sum of the individual parts. I call this the Synergy Zone. A limitation of this proposed model is that implementation of some aspects may be challenging, and professional development resources might be needed. This essay presenting this perspective provides the relevant scientific research and the educational implications of implementation.
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Affiliation(s)
- Janet N Zadina
- Brain Research and Instruction, New Orleans, LA 70002, USA
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Simonetti I, Tamborra L, Giorgi A, Ronca V, Vozzi A, Aricò P, Borghini G, Sciaraffa N, Trettel A, Babiloni F, Picardi M, Di Flumeri G. Neurophysiological Evaluation of Students' Experience during Remote and Face-to-Face Lessons: A Case Study at Driving School. Brain Sci 2023; 13:brainsci13010095. [PMID: 36672076 PMCID: PMC9856302 DOI: 10.3390/brainsci13010095] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Revised: 12/28/2022] [Accepted: 12/29/2022] [Indexed: 01/06/2023] Open
Abstract
Nowadays, fostered by technological progress and contextual circumstances such as the economic crisis and pandemic restrictions, remote education is experiencing growing deployment. However, this growth has generated widespread doubts about the actual effectiveness of remote/online learning compared to face-to-face education. The present study was aimed at comparing face-to-face and remote education through a multimodal neurophysiological approach. It involved forty students at a driving school, in a real classroom, experiencing both modalities. Wearable devices to measure brain, ocular, heart and sweating activities were employed in order to analyse the students' neurophysiological signals to obtain insights into the cognitive dimension. In particular, four parameters were considered: the Eye Blink Rate, the Heart Rate and its Variability and the Skin Conductance Level. In addition, the students filled out a questionnaire at the end to obtain an explicit measure of their learning performance. Data analysis showed higher cognitive activity, in terms of attention and mental engagement, in the in-presence setting compared to the remote modality. On the other hand, students in the remote class felt more stressed, particularly during the first part of the lesson. The analysis of questionnaires demonstrated worse performance for the remote group, thus suggesting a common "disengaging" behaviour when attending remote courses, thus undermining their effectiveness. In conclusion, neuroscientific tools could help to obtain insights into mental concerns, often "blind", such as decreasing attention and increasing stress, as well as their dynamics during the lesson itself, thus allowing the definition of proper countermeasures to emerging issues when introducing new practices into daily life.
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Affiliation(s)
- Ilaria Simonetti
- Department of Anatomical, Histological, Forensic and Orthopedic Sciences, Sapienza University of Rome, 00161 Rome, Italy
- BrainSigns srl, 00198 Rome, Italy
| | - Luca Tamborra
- Department of Anatomical, Histological, Forensic and Orthopedic Sciences, Sapienza University of Rome, 00161 Rome, Italy
- BrainSigns srl, 00198 Rome, Italy
| | - Andrea Giorgi
- Department of Anatomical, Histological, Forensic and Orthopedic Sciences, Sapienza University of Rome, 00161 Rome, Italy
- BrainSigns srl, 00198 Rome, Italy
| | - Vincenzo Ronca
- Department of Anatomical, Histological, Forensic and Orthopedic Sciences, Sapienza University of Rome, 00161 Rome, Italy
- BrainSigns srl, 00198 Rome, Italy
| | - Alessia Vozzi
- Department of Anatomical, Histological, Forensic and Orthopedic Sciences, Sapienza University of Rome, 00161 Rome, Italy
- BrainSigns srl, 00198 Rome, Italy
| | | | - Gianluca Borghini
- BrainSigns srl, 00198 Rome, Italy
- Laboratory of Industrial Neuroscience, Department of Molecular Medicine, Sapienza University of Rome, 00161 Rome, Italy
| | | | | | - Fabio Babiloni
- BrainSigns srl, 00198 Rome, Italy
- Laboratory of Industrial Neuroscience, Department of Molecular Medicine, Sapienza University of Rome, 00161 Rome, Italy
- School of Computer Science and Technology, Hangzhou Dianzi University, Hangzhou 310018, China
| | | | - Gianluca Di Flumeri
- BrainSigns srl, 00198 Rome, Italy
- Laboratory of Industrial Neuroscience, Department of Molecular Medicine, Sapienza University of Rome, 00161 Rome, Italy
- Correspondence:
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Muacevic A, Adler JR, Berenholtz S, Wright S, Bowen K, Gogula S, Lee S, Toy S. A Multimodal Evaluation of Podcast Learning, Retention, and Electroencephalographically Measured Attention in Medical Trainees. Cureus 2022; 14:e31289. [PMID: 36514626 PMCID: PMC9733582 DOI: 10.7759/cureus.31289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/09/2022] [Indexed: 11/11/2022] Open
Abstract
INTRODUCTION Podcasts have become popular among medical trainees. However, it is unclear how well learners retain information from podcasts compared to traditional educational modalities, and whether multitasking affects the learner's ability to pay attention and learn. This study attempted to examine the effectiveness of podcast learning by using electroencephalography (EEG) to measure learner attention, in addition to test performance, task load, and preferences. METHODS The study used a repeated measures design with three conditions: podcast listening on a treadmill, podcast listening seated, and textbook reading seated. Participants were anesthesiology residents and medical students at a large United States academic medical center. Three topics were chosen: allergic response, liver physiology, and statistics. Each participant studied all three topics that were randomly assigned to one of three learning conditions - in random order. Participants completed a knowledge test at baseline, after each condition, and at four-week follow-up, and reported preferred learning modality and task load under each modality. Activation levels in alerting, orienting, and executive attentional networks were examined using EEG. Results: Sixty-one participants (11 anesthesiology residents and 50 medical students) were included in the study. Of the 61, six were excluded from the EEG analyses due to corrupted recordings. EEG results showed that mean attention network activation scores did not differ between the study conditions. Trainees preferred podcast learning over reading for all three topics. When compared to textbook reading, podcast learning (seated or on a treadmill) produced significantly better learning gain, and equivalent retention for two of the three topics. CONCLUSIONS Our study is the first to use neurocognitive data, self-reported satisfaction, and knowledge test performance to demonstrate that podcasts are at least equivalent to textbooks for maintaining attention, immediate learning, and retention - even while exercising.
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Xu K, Torgrimson SJ, Torres R, Lenartowicz A, Grammer JK. EEG Data Quality in Real-World Settings: Examining Neural Correlates of Attention in School-Aged Children. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2022; 16:221-227. [PMID: 38169954 PMCID: PMC10760994 DOI: 10.1111/mbe.12314] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2020] [Accepted: 12/27/2021] [Indexed: 01/05/2024]
Abstract
Advances in mobile electroencephalography (EEG) technology have made it possible to examine covert cognitive processes in real-world settings such as student attention in the classroom. Here, we outline research using wired and wireless EEG technology to examine attention in elementary school children across increasingly naturalistic paradigms in schools, ranging from a lab-based paradigm where children met one-on-one with an experimenter in a field laboratory to mobile EEG testing conducted in the same school during semi-naturalistic classroom lessons. Despite an increase of data loss with the classroom-based paradigm, we demonstrate that it is feasible to collect quality data in classroom settings with young children. We also provide a test case for how robust EEG signals, such as alpha oscillations, can be used to identify measurable differences in covert processes like attention in classrooms. We end with pragmatic suggestions for researchers interested in employing naturalistic EEG methods in real-world, multisensory contexts.
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Affiliation(s)
- Keye Xu
- School of Education and Information Studies, University of California, Los Angeles
| | - Sarah Jo Torgrimson
- School of Education and Information Studies, University of California, Los Angeles
| | - Remi Torres
- School of Education and Information Studies, University of California, Los Angeles
| | - Agatha Lenartowicz
- Semel Institute for Neuroscience and Behavior, University of California, Los Angeles
| | - Jennie K. Grammer
- School of Education and Information Studies, University of California, Los Angeles
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Janssen TW, Grammer JK, Bleichner MG, Bulgarelli C, Davidesco I, Dikker S, Jasińska KK, Siugzdaite R, Vassena E, Vatakis A, Zion‐Golumbic E, van Atteveldt N. Opportunities and Limitations of Mobile Neuroimaging Technologies in Educational Neuroscience. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2021; 15:354-370. [PMID: 35875415 PMCID: PMC9292610 DOI: 10.1111/mbe.12302] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 06/18/2021] [Accepted: 09/01/2021] [Indexed: 05/20/2023]
Abstract
As the field of educational neuroscience continues to grow, questions have emerged regarding the ecological validity and applicability of this research to educational practice. Recent advances in mobile neuroimaging technologies have made it possible to conduct neuroscientific studies directly in naturalistic learning environments. We propose that embedding mobile neuroimaging research in a cycle (Matusz, Dikker, Huth, & Perrodin, 2019), involving lab-based, seminaturalistic, and fully naturalistic experiments, is well suited for addressing educational questions. With this review, we take a cautious approach, by discussing the valuable insights that can be gained from mobile neuroimaging technology, including electroencephalography and functional near-infrared spectroscopy, as well as the challenges posed by bringing neuroscientific methods into the classroom. Research paradigms used alongside mobile neuroimaging technology vary considerably. To illustrate this point, studies are discussed with increasingly naturalistic designs. We conclude with several ethical considerations that should be taken into account in this unique area of research.
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Affiliation(s)
- Tieme W.P. Janssen
- Department of Clinical, Neuro‐ & Developmental Psychology, Vrije Universiteit
| | - Jennie K. Grammer
- Graduate School of Education and Information Studies, University of California Los Angeles
| | | | - Chiara Bulgarelli
- Centre for Brain and Cognitive Development, Birkbeck University of London
| | - Ido Davidesco
- Department of Educational Psychology, University of Connecticut
| | | | - Kaja K. Jasińska
- Department of Applied Psychology and Human Development, University of Toronto
| | | | - Eliana Vassena
- Donders Institute for Brain, Cognition and Behaviour, Radboud University
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