1
|
Aljaffer MA, Almadani AH, AlDughaither AS, Basfar AA, AlGhadir SM, AlGhamdi YA, AlHubaysh BN, AlMayouf OA, AlGhamdi SA, Ahmad T, Abdulghani HM. The impact of study habits and personal factors on the academic achievement performances of medical students. BMC MEDICAL EDUCATION 2024; 24:888. [PMID: 39160493 PMCID: PMC11334364 DOI: 10.1186/s12909-024-05889-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Accepted: 08/12/2024] [Indexed: 08/21/2024]
Abstract
BACKGROUND Academic achievement is essential for all students seeking a successful career. Studying habits and routines is crucial in achieving such an ultimate goal. OBJECTIVES This study investigates the association between study habits, personal factors, and academic achievement, aiming to identify factors that distinguish academically successful medical students. METHODS A cross-sectional study was conducted at the College of Medicine, King Saud University, Riyadh, Saudi Arabia. The participants consisted of 1st through 5th-year medical students, with a sample size of 336. The research team collected study data using an electronic questionnaire containing three sections: socio-demographic data, personal characteristics, and study habits. RESULTS The study results indicated a statistically significant association between self-fulfillment as a motivation toward studying and academic achievement (p = 0.04). The results also showed a statistically significant correlation between recalling recently memorized information and academic achievement (p = 0.05). Furthermore, a statistically significant association between preferring the information to be presented in a graphical form rather than a written one and academic achievement was also found (p = 0.03). Students who were satisfied with their academic performance had 1.6 times greater chances of having a high-grade point average (OR = 1.6, p = 0.08). CONCLUSION The results of this study support the available literature, indicating a correlation between study habits and high academic performance. Further multicenter studies are warranted to differentiate between high-achieving students and their peers using qualitative, semi-structured interviews. Educating the students about healthy study habits and enhancing their learning skills would also be of value.
Collapse
Affiliation(s)
- Mohammed A Aljaffer
- Department of Psychiatry, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Ahmad H Almadani
- Department of Psychiatry, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | | | - Ali A Basfar
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Saad M AlGhadir
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | | | | | | | - Saleh A AlGhamdi
- Department of Psychiatry, College of Medicine, Imam Mohammad Ibn Saud Islamic University, Riyadh, Saudi Arabia
| | - Tauseef Ahmad
- Department of Medical Education, College of Medicine, King Saud University, P.O. Box: 230155, Riyadh, 11321, Saudi Arabia.
| | - Hamza M Abdulghani
- Department of Medical Education and Family Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| |
Collapse
|
2
|
Zhou X, Wong PCM. Hyperscanning to explore social interaction among autistic minds. Neurosci Biobehav Rev 2024; 163:105773. [PMID: 38889594 DOI: 10.1016/j.neubiorev.2024.105773] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2024] [Revised: 06/05/2024] [Accepted: 06/13/2024] [Indexed: 06/20/2024]
Abstract
Hyperscanning - the monitoring of brain activity of two or more people simultaneously - has emerged to be a popular tool for assessing neural features of social interaction. This perspective article focuses on hyperscanning studies that use functional near-infrared spectroscopy (fNIRS), a technique that is very conducive to studies requiring naturalistic paradigms. In particular, we are interested in neural features that are related to social interaction deficits among individuals with autism spectrum disorders (ASD). This population has received relatively little attention in research using neuroimaging hyperscanning techniques, compared to neurotypical individuals. The study is outlined as follows. First, we summarize the findings about brain-behavior connections related to autism from previously published fNIRS hyperscanning studies. Then, we propose a preliminary theoretical framework of inter-brain coherence (IBC) with testable hypotheses concerning this population. Finally, we provide two examples of areas of inquiry in which studies could be particularly relevant for social-emotional/behavioral development for autistic children, focusing on intergenerational relationships in family units and learning in classroom settings in mainstream schools.
Collapse
Affiliation(s)
- Xin Zhou
- Brain and Mind Institute, the Chinese University of Hong Kong, Hong Kong Special Administrative Region of China.
| | - Patrick C M Wong
- Brain and Mind Institute, the Chinese University of Hong Kong, Hong Kong Special Administrative Region of China; Department of Linguistics and Modern Languages, the Chinese University of Hong Kong, Hong Kong Special Administrative Region of China
| |
Collapse
|
3
|
Jia S, Meng Y, Gao Y, Ao L, Yang L, Wang H, Liu Y. The absence of one's intimate partner promotes dyadic competition through enhanced interbrain synchronization between opponents. Front Psychol 2024; 15:1298175. [PMID: 38328380 PMCID: PMC10847280 DOI: 10.3389/fpsyg.2024.1298175] [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] [Received: 09/21/2023] [Accepted: 01/09/2024] [Indexed: 02/09/2024] Open
Abstract
Competition is a common occurrence in life, but the influence of intimate relationships on people's competitiveness remains unknown. Grounded in Darwin's theory of sexual selection, this study utilized EEG hyperscanning technology to investigate the influence of the presence of romantic partners and the gender of competitors on the interbrain synchronization of female individuals during competitive contexts. The research results showed that in competitive interactions, there was a significant increase in Theta and Alpha frequency band activity between females and their competitors. Interbrain synchronization was strongest when their partners were not nearby and females competed with same gender competitors. The research results indicate that intimate companionship has an impact on the early alertness and late cognitive execution mechanisms of female individuals in competition, and due to intimate relationships, females pay more attention to same-gender competitors. This study demonstrates that the presence of intimate partners can affect a female's competitive state and brain synchronization with opponents of different genders, improving the theoretical explanation of intimate relationships and competitive interactions.
Collapse
Affiliation(s)
- Shuyu Jia
- School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, Hebei, China
| | - Yujia Meng
- School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, Hebei, China
| | - Yuan Gao
- School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, Hebei, China
| | - Lihong Ao
- School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, Hebei, China
| | - Lei Yang
- School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, Hebei, China
| | - He Wang
- School of Public Health, School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, Hebei, China
| | - Yingjie Liu
- School of Public Health, School of Psychology and Mental Health, North China University of Science and Technology, Tangshan, Hebei, China
| |
Collapse
|
4
|
Fuentes-Martinez VJ, Romero S, Lopez-Gordo MA, Minguillon J, Rodríguez-Álvarez M. Low-Cost EEG Multi-Subject Recording Platform for the Assessment of Students' Attention and the Estimation of Academic Performance in Secondary School. SENSORS (BASEL, SWITZERLAND) 2023; 23:9361. [PMID: 38067731 PMCID: PMC10708847 DOI: 10.3390/s23239361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/19/2023] [Revised: 11/15/2023] [Accepted: 11/20/2023] [Indexed: 12/18/2023]
Abstract
The level of student attention in class greatly affects their academic performance. Teachers typically rely on visual inspection to react to students' attention in time, but this subjective method leads to inconsistencies across classes. Online education exacerbates the issue as students can turn off cameras and microphones to keep their own privacy. To address this, we present a novel, low-cost EEG-based platform for assessing students' attention and estimating their academic performance. In a study involving 34 secondary school students (aged 14 to 16), participants watched an academic video and answered evaluation questions while their EEG activity was recorded using a commercial headset. The results demonstrate a significant correlation (0.53, p-value = 0.003) between the power spectral density (PSD) of the EEG beta band (12-30 Hz) and students' academic performance. Additionally, there was a notable difference in PSD-beta between high and low academic performers. These findings encourage the use of PSD-beta for the immediate and objective assessment of both the student attention and the subsequent academic performance. The platform offers valuable and objective feedback to teachers, enhancing the effectiveness of both face-to-face and online teaching and learning environments.
Collapse
Affiliation(s)
- Victor Juan Fuentes-Martinez
- Department of Computer Engineering, Automation and Robotics, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain;
- Department of Signal Theory, Telematics and Communications, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain; (M.A.L.-G.); (J.M.)
- Neuroengineering and Computation Lab, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain
| | - Samuel Romero
- Department of Computer Engineering, Automation and Robotics, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain;
- Neuroengineering and Computation Lab, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain
| | - Miguel Angel Lopez-Gordo
- Department of Signal Theory, Telematics and Communications, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain; (M.A.L.-G.); (J.M.)
- Neuroengineering and Computation Lab, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain
| | - Jesus Minguillon
- Department of Signal Theory, Telematics and Communications, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain; (M.A.L.-G.); (J.M.)
- Neuroengineering and Computation Lab, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain
| | - Manuel Rodríguez-Álvarez
- Department of Computer Engineering, Automation and Robotics, Research Centre for Information and Communication Technologies (CITIC-UGR), University of Granada, 18014 Granada, Spain;
| |
Collapse
|
5
|
Tan SHJ, Wong JN, Teo WP. Is neuroimaging ready for the classroom? A systematic review of hyperscanning studies in learning. Neuroimage 2023; 281:120367. [PMID: 37689175 DOI: 10.1016/j.neuroimage.2023.120367] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Revised: 08/17/2023] [Accepted: 09/06/2023] [Indexed: 09/11/2023] Open
Abstract
Whether education research can be informed by findings from neuroscience studies has been hotly debated since Bruer's (1997) famous claim that neuroscience and education are "a bridge too far". However, this claim came before recent advancements in portable electroencephalography (EEG) and functional near-infrared spectroscopy (fNIRS) technologies, and second-person neuroscience techniques that brought about significant headway in understanding instructor-learner interactions in the classroom. To explore whether neuroscience and education are still two very separate fields, we systematically review 15 hyperscanning studies that were conducted in real-world classrooms or that implemented a teaching-learning task to investigate instructor-learner dynamics. Findings from this investigation illustrate that inter-brain synchrony between instructor and learner is an additional and valuable dimension to understand the complex web of instructor- and learner-related variables that influence learning. Importantly, these findings demonstrate the possibility of conducting real-world classroom studies with portable neuroimaging techniques and highlight the potential of such studies in providing translatable real-world implications. Once thought of as incompatible, a successful coupling between neuroscience and education is now within sight.
Collapse
Affiliation(s)
- S H Jessica Tan
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore.
| | - Jin Nen Wong
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore
| | - Wei-Peng Teo
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore; Physical Education and Sport Science Academic Group, National Institute of Education, Nanyang Technological University, Singapore
| |
Collapse
|
6
|
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.
Collapse
Affiliation(s)
- Janet N Zadina
- Brain Research and Instruction, New Orleans, LA 70002, USA
| |
Collapse
|
7
|
Davidesco I, Laurent E, Valk H, West T, Milne C, Poeppel D, Dikker S. The Temporal Dynamics of Brain-to-Brain Synchrony Between Students and Teachers Predict Learning Outcomes. Psychol Sci 2023; 34:633-643. [PMID: 37053267 DOI: 10.1177/09567976231163872] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/15/2023] Open
Abstract
Much of human learning happens through interaction with other people, but little is known about how this process is reflected in the brains of students and teachers. Here, we concurrently recorded electroencephalography (EEG) data from nine groups, each of which contained four students and a teacher. All participants were young adults from the northeast United States. Alpha-band (8-12 Hz) brain-to-brain synchrony between students predicted both immediate and delayed posttest performance. Further, brain-to-brain synchrony was higher in specific lecture segments associated with questions that students answered correctly. Brain-to-brain synchrony between students and teachers predicted learning outcomes at an approximately 300-ms lag in the students' brain activity relative to the teacher's brain activity, which is consistent with the time course of spoken-language comprehension. These findings provide key new evidence for the importance of collecting brain data simultaneously from groups of learners in ecologically valid settings.
Collapse
Affiliation(s)
- Ido Davidesco
- Department of Educational Psychology, University of Connecticut
| | | | | | - Tessa West
- Department of Psychology, New York University
| | | | - David Poeppel
- Department of Psychology, New York University
- Ernst Strüngmann Institute for Neuroscience, Frankfurt, Germany
| | | |
Collapse
|
8
|
Cancellation but not restraint ability is modulated by trait anxiety: An event-related potential and oscillation study using Go-Nogo and stop-signal tasks. J Affect Disord 2022; 299:188-195. [PMID: 34863714 DOI: 10.1016/j.jad.2021.11.066] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Revised: 11/26/2021] [Accepted: 11/29/2021] [Indexed: 12/13/2022]
Abstract
BACKGROUND Trait anxiety has a detrimental effect on attention, which further leads to dysfunction of inhibitory control. However, there is no study examining how trait anxiety modulates inhibitory abilities on restraint and cancellation in the same subjects. Therefore, we aimed to use electrophysiological recordings to interrogate whether and to what extent trait anxiety modulated these two kinds of inhibitory functions. The Cognitive Failures Questionnaire (CFQ), a self-reported assessment of daily absentmindedness, was also used to examine its association with inhibition-related electrophysiological indicators. METHODS Forty subjects were recruited from the top 10% (Higher Trait Anxiety [HTA], n= 20) and last 10% (Lower Trait Anxiety [LTA], n= 20) of the trait anxiety score distribution from 400 college students. During electrophysiological recordings, the Go-Nogo and stop-signal tasks were performed, which evaluated the abilities of restraint and cancellation, respectively. RESULTS The HTA and LTA groups showed a comparable behavioral performance of restraint and cancellation abilities. However, the results of time-frequency analysis revealed that those with HTA demonstrated a stronger power of alpha oscillations (600‒1000 ms) in response to Stop trials in the stop-signal task, compared with individuals with LTA. Such oscillatory activity was positively correlated with the CFQ score. There was no significant between-group difference of the brain activation in the Go-Nogo task. LIMITATIONS Future studies can recruit both individuals with trait anxiety and anxiety disorders to clarify the boundaries between healthy and pathological worries in terms of cancellation ability. CONCLUSIONS cancellation, but not restraint, is modulated by trait anxiety.
Collapse
|
9
|
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.
Collapse
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
| | | | | | | |
Collapse
|
10
|
Grammer JK, Xu K, Lenartowicz A. Effects of context on the neural correlates of attention in a college classroom. NPJ SCIENCE OF LEARNING 2021; 6:15. [PMID: 34230485 PMCID: PMC8260629 DOI: 10.1038/s41539-021-00094-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Accepted: 04/28/2021] [Indexed: 05/04/2023]
Abstract
Activities that are effective in supporting attention have the potential to increase opportunities for student learning. However, little is known about the impact of instructional contexts on student attention, in part due to limitations in our ability to measure attention in the classroom, typically based on behavioral observation and self-reports. To address this issue, we used portable electroencephalography (EEG) measurements of neural oscillations to evaluate the effects of learning context on student attention. The results suggest that attention, as indexed by lower alpha power as well as higher beta and gamma power, is stronger during student-initiated activities than teacher-initiated activities. EEG data revealed different patterns in student attention as compared to standardized coding of attentional behaviors. We conclude that EEG signals offer a powerful tool for understanding differences in student cognitive states as a function of classroom instruction that are unobservable from behavior alone.
Collapse
Affiliation(s)
- Jennie K Grammer
- School of Education and Information Studies, University of California, Los Angeles, CA, USA.
| | - Keye Xu
- School of Education and Information Studies, University of California, Los Angeles, CA, USA
| | - Agatha Lenartowicz
- Semel Institute for Neuroscience and Behavior, Department of Psychiatry & Biobehavioral Sciences, University of California, Los Angeles, CA, USA
| |
Collapse
|