|
1
|
Hernández-Mustieles MA, Lima-Carmona YE, Pacheco-Ramírez MA, Mendoza-Armenta AA, Romero-Gómez JE, Cruz-Gómez CF, Rodríguez-Alvarado DC, Arceo A, Cruz-Garza JG, Ramírez-Moreno MA, Lozoya-Santos JDJ. Wearable Biosensor Technology in Education: A Systematic Review. SENSORS (BASEL, SWITZERLAND) 2024; 24:2437. [PMID: 38676053 PMCID: PMC11054421 DOI: 10.3390/s24082437] [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: 03/07/2024] [Revised: 03/31/2024] [Accepted: 04/02/2024] [Indexed: 04/28/2024]
Abstract
Wearable Biosensor Technology (WBT) has emerged as a transformative tool in the educational system over the past decade. This systematic review encompasses a comprehensive analysis of WBT utilization in educational settings over a 10-year span (2012-2022), highlighting the evolution of this field to address challenges in education by integrating technology to solve specific educational challenges, such as enhancing student engagement, monitoring stress and cognitive load, improving learning experiences, and providing real-time feedback for both students and educators. By exploring these aspects, this review sheds light on the potential implications of WBT on the future of learning. A rigorous and systematic search of major academic databases, including Google Scholar and Scopus, was conducted in accordance with the PRISMA guidelines. Relevant studies were selected based on predefined inclusion and exclusion criteria. The articles selected were assessed for methodological quality and bias using established tools. The process of data extraction and synthesis followed a structured framework. Key findings include the shift from theoretical exploration to practical implementation, with EEG being the predominant measurement, aiming to explore mental states, physiological constructs, and teaching effectiveness. Wearable biosensors are significantly impacting the educational field, serving as an important resource for educators and a tool for students. Their application has the potential to transform and optimize academic practices through sensors that capture biometric data, enabling the implementation of metrics and models to understand the development and performance of students and professors in an academic environment, as well as to gain insights into the learning process.
Collapse
Affiliation(s)
- María A. Hernández-Mustieles
- Mechatronics Department, School of Engineering and Sciences, Monterrey Campus, Tecnologico de Monterrey, Monterrey 64700, Mexico; (M.A.H.-M.); (Y.E.L.-C.); (M.A.P.-R.); (A.A.M.-A.); (C.F.C.-G.); (D.C.R.-A.); (A.A.); (M.A.R.-M.)
| | - Yoshua E. Lima-Carmona
- Mechatronics Department, School of Engineering and Sciences, Monterrey Campus, Tecnologico de Monterrey, Monterrey 64700, Mexico; (M.A.H.-M.); (Y.E.L.-C.); (M.A.P.-R.); (A.A.M.-A.); (C.F.C.-G.); (D.C.R.-A.); (A.A.); (M.A.R.-M.)
| | - Maxine A. Pacheco-Ramírez
- Mechatronics Department, School of Engineering and Sciences, Monterrey Campus, Tecnologico de Monterrey, Monterrey 64700, Mexico; (M.A.H.-M.); (Y.E.L.-C.); (M.A.P.-R.); (A.A.M.-A.); (C.F.C.-G.); (D.C.R.-A.); (A.A.); (M.A.R.-M.)
| | - Axel A. Mendoza-Armenta
- Mechatronics Department, School of Engineering and Sciences, Monterrey Campus, Tecnologico de Monterrey, Monterrey 64700, Mexico; (M.A.H.-M.); (Y.E.L.-C.); (M.A.P.-R.); (A.A.M.-A.); (C.F.C.-G.); (D.C.R.-A.); (A.A.); (M.A.R.-M.)
| | - José Esteban Romero-Gómez
- Mechatronics Department, School of Engineering and Sciences, Guadalajara Campus, Tecnologico de Monterrey, Guadalajara 45201, Mexico;
| | - César F. Cruz-Gómez
- Mechatronics Department, School of Engineering and Sciences, Monterrey Campus, Tecnologico de Monterrey, Monterrey 64700, Mexico; (M.A.H.-M.); (Y.E.L.-C.); (M.A.P.-R.); (A.A.M.-A.); (C.F.C.-G.); (D.C.R.-A.); (A.A.); (M.A.R.-M.)
| | - Diana C. Rodríguez-Alvarado
- Mechatronics Department, School of Engineering and Sciences, Monterrey Campus, Tecnologico de Monterrey, Monterrey 64700, Mexico; (M.A.H.-M.); (Y.E.L.-C.); (M.A.P.-R.); (A.A.M.-A.); (C.F.C.-G.); (D.C.R.-A.); (A.A.); (M.A.R.-M.)
| | - Alejandro Arceo
- Mechatronics Department, School of Engineering and Sciences, Monterrey Campus, Tecnologico de Monterrey, Monterrey 64700, Mexico; (M.A.H.-M.); (Y.E.L.-C.); (M.A.P.-R.); (A.A.M.-A.); (C.F.C.-G.); (D.C.R.-A.); (A.A.); (M.A.R.-M.)
| | - Jesús G. Cruz-Garza
- Department of Neurosurgery, Houston Methodist Research Institute, Houston, TX 77030, USA;
| | - Mauricio A. Ramírez-Moreno
- Mechatronics Department, School of Engineering and Sciences, Monterrey Campus, Tecnologico de Monterrey, Monterrey 64700, Mexico; (M.A.H.-M.); (Y.E.L.-C.); (M.A.P.-R.); (A.A.M.-A.); (C.F.C.-G.); (D.C.R.-A.); (A.A.); (M.A.R.-M.)
| | - Jorge de J. Lozoya-Santos
- Mechatronics Department, School of Engineering and Sciences, Monterrey Campus, Tecnologico de Monterrey, Monterrey 64700, Mexico; (M.A.H.-M.); (Y.E.L.-C.); (M.A.P.-R.); (A.A.M.-A.); (C.F.C.-G.); (D.C.R.-A.); (A.A.); (M.A.R.-M.)
| |
Collapse
|
|
2
|
Khosravi S, Bailey SG, Parvizi H, Ghannam R. Wearable Sensors for Learning Enhancement in Higher Education. SENSORS (BASEL, SWITZERLAND) 2022; 22:7633. [PMID: 36236732 PMCID: PMC9573685 DOI: 10.3390/s22197633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Revised: 09/21/2022] [Accepted: 09/27/2022] [Indexed: 06/16/2023]
Abstract
Wearable sensors have traditionally been used to measure and monitor vital human signs for well-being and healthcare applications. However, there is a growing interest in using and deploying these technologies to facilitate teaching and learning, particularly in a higher education environment. The aim of this paper is therefore to systematically review the range of wearable devices that have been used for enhancing the teaching and delivery of engineering curricula in higher education. Moreover, we compare the advantages and disadvantages of these devices according to the location in which they are worn on the human body. According to our survey, wearable devices for enhanced learning have mainly been worn on the head (e.g., eyeglasses), wrist (e.g., watches) and chest (e.g., electrocardiogram patch). In fact, among those locations, head-worn devices enable better student engagement with the learning materials, improved student attention as well as higher spatial and visual awareness. We identify the research questions and discuss the research inclusion and exclusion criteria to present the challenges faced by researchers in implementing learning technologies for enhanced engineering education. Furthermore, we provide recommendations on using wearable devices to improve the teaching and learning of engineering courses in higher education.
Collapse
Affiliation(s)
- Sara Khosravi
- James Watt School of Engineering, University of Glasgow, Glasgow G12 8QQ, UK
| | | | | | - Rami Ghannam
- James Watt School of Engineering, University of Glasgow, Glasgow G12 8QQ, UK
| |
Collapse
|