Cognitive Effort during Visuospatial Problem Solving in Physical Real World, on Computer Screen, and in Virtual Reality

Spatial cognition plays a crucial role in academic achievement, particularly in science, technology, engineering, and mathematics (STEM) domains. Immersive virtual environments (VRs) have the growing potential to reduce cognitive load and improve spatial reasoning. However, traditional methods struggle to assess the mental effort required for visuospatial processes due to the difficulty in verbalizing actions and other limitations in self-reported evaluations. In this neuroergonomics study, we aimed to capture the neural activity associated with cognitive workload during visuospatial tasks and evaluate the impact of the visualization medium on visuospatial task performance. We utilized functional near-infrared spectroscopy (fNIRS) wearable neuroimaging to assess cognitive effort during spatial-reasoning-based problem-solving and compared a VR, a computer screen, and a physical real-world task presentation. Our results reveal a higher neural efficiency in the prefrontal cortex (PFC) during 3D geometry puzzles in VR settings compared to the settings in the physical world and on the computer screen. VR appears to reduce the visuospatial task load by facilitating spatial visualization and providing visual cues. This makes it a valuable tool for spatial cognition training, especially for beginners. Additionally, our multimodal approach allows for progressively increasing task complexity, maintaining a challenge throughout training. This study underscores the potential of VR in developing spatial skills and highlights the value of comparing brain data and human interaction across different training settings.

Analyzing teacher-student interactions through graph theory applied to hyperscanning fNIRS data

Teacher-student relationships have been found consistently important for student school effectiveness in mathematics in the last three decades. Although this observation is generally made from the teacher's perspective, neuroscience can provide new insights by establishing the neurobiological underpinning of social interactions. This paper further develops this line of research by utilizing graph theory to represent interactions between teachers and students at the neural level. Through hyperscanning with functional near-infrared spectroscopy (fNIRS), we collected data from the prefrontal cortex and the temporoparietal junction of 24 dyads composed of a teacher and a student. Each dyad used a board game to perform a programming logic class that consisted of three steps: independent activities (control), presentation of concepts, and interactive exercises. Graph theory provides results regarding the strength of teacher-student interaction and the main channels involved in these interactions. We combined graph modularity and bootstrap to measure pair coactivation, thus establishing the strength of teacher-student interaction. Also, graph centrality detects the main brain channels involved during this interaction. In general, the teacher's most relevant nodes rely on the regions related to language and number processing, spatial cognition, and attention. Also, the students' most relevant nodes rely on the regions related to task management.

Exploring the potential of eye tracking on personalized learning and real-time feedback in modern education

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.

Applying functional near-infrared spectroscopy and eye-tracking in a naturalistic educational environment to investigate physiological aspects that underlie the cognitive effort of children during mental rotation tests

Spatial cognition is related to academic achievement in science, technology, engineering, and mathematics (STEM) domains. Neuroimaging studies suggest that brain regions' activation might be related to the general cognitive effort while solving mental rotation tasks (MRT). In this study, we evaluate the mental effort of children performing MRT tasks by measuring brain activation and pupil dilation. We use functional near-infrared spectroscopy (fNIRS) concurrently to collect brain hemodynamic responses from children's prefrontal cortex (PFC) and an Eye-tracking system to measure pupil dilation during MRT. Thirty-two healthy students aged 9-11 participated in this experiment. Behavioral measurements such as task performance on geometry problem-solving tests and MRT scores were also collected. The results were significant positive correlations between the children's MRT and geometry problem-solving test scores. There are also significant positive correlations between dorsolateral PFC (dlPFC) hemodynamic signals and visuospatial task performances (MRT and geometry problem-solving scores). Moreover, we found significant activation in the amplitude of deoxy-Hb variation on the dlPFC and that pupil diameter increased during the MRT, suggesting that both physiological responses are related to mental effort processes during the visuospatial task. Our findings indicate that children with more mental effort under the task performed better. The multimodal approach to monitoring students' mental effort can be of great interest in providing objective feedback on cognitive resource conditions and advancing our comprehension of the neural mechanisms that underlie cognitive effort. Hence, the ability to detect two distinct mental states of rest or activation of children during the MRT could eventually lead to an application for investigating the visuospatial skills of young students using naturalistic educational paradigms.

Student's Perspective and Teachers' Metacognition: Applications of Eye-Tracking in Education and Scientific Research in Schools

This Perspective article discusses the possible contributions of eye-tracking (ET) to the field of Educational Neuroscience based on an application of this tool at schools. We sought to explore the teachers’ view of ET videos recorded while students solved mathematical problems. More than 90% of the teachers could predict with great accuracy whether the students had answered the questions correctly or not based solely on the information provided by the ET videos. Almost all participants tried to translate the students’ thoughts to understand the strategy used by the children. Our results highlight the relevance of qualitative analysis to identify the gaze strategies used by students. We propose that ET allows teachers to gain critical feedback about students’ behavior during problem-solving. Most previous studies tend to emphasize the benefits of ET applications to explore learners’ cognition. Our findings point that this system can also be useful to investigate teachers’ cognition by providing metacognitive experiences.

The Blockade of µ1- and κ-Opioid Receptors in the Inferior Colliculus Decreases the Expression of Panic Attack-Like Behaviours Induced by Chemical Stimulation of the Dorsal Midbrain

BACKGROUND

Gamma-aminobutyric acid (GABA)ergic and opioid systems play a crucial role in the neural modulation of innate fear organised by the inferior colliculus (IC). In addition, the IC is rich in GABAergic fibres and opioid neurons, which are also connected to other mesencephalic structures, such as the superior colliculus and the substantia nigra. However, the contribution of distinct opioid receptors (ORs) in the IC during the elaboration and expression of innate fear and panic-like responses is unclear. The purpose of the present work was to investigate a possible integrated action exerted by ORs and the GABAA receptor-mediated system in the IC on panic-like responses.

METHODS

The effect of the blockade of either µ1- or κ-ORs in the IC was evaluated in the unconditioned fear-induced responses elicited by GABAA antagonism with bicuculline. Microinjections of naloxonazine, a µ1-OR antagonist, or nor-binaltorphimine (nor-BNI), a κ-OR antagonist, were made into the IC, followed by intramesencephalic administration of the GABAA-receptor antagonist bicuculline. The defensive behaviours elicited by the treatments in the IC were quantitatively analysed, recording the number of escapes expressed as running (crossing), jumps, and rotations, over a 30-min period in a circular arena. The exploratory behaviour of rearing was also recorded.

RESULTS

GABAA-receptor blockade with bicuculline in the IC increased defensive behaviours. However, pretreatment of the IC with higher doses (5 µg) of naloxonazine or nor-BNI followed by bicuculline resulted in a significant decrease in unconditioned fear-induced responses.

CONCLUSIONS

These findings suggest a role played by µ1- and κ-OR-containing connexions and GABAA receptor-mediated neurotransmission on the organisation of panic attack-related responses elaborated by the IC neurons.

The alpha- and beta-noradrenergic receptors blockade in the dorsal raphe nucleus impairs the panic-like response elaborated by medial hypothalamus neurons

Dorsal raphe nucleus (DRN) neurons are reciprocally connected to the locus coeruleus (LC) and send neural pathways to the medial hypothalamus (MH). The aim of this work was to investigate whether the blockade of α₁-, α₂- or β-noradrenergic receptors in the DRN or the inactivation of noradrenergic neurons in the LC modify defensive behaviours organised by MH neurons. For this purpose, Wistar male rats received microinjections of WB4101, RX821002, propranolol (α₁-_, α₂- and β-noradrenergic receptor antagonists, respectively) or physiological saline in the DRN, followed 10 min later by MH GABA_A receptor blockade. Other groups of animals received DSP-4 (a noradrenergic neurotoxin), physiological saline or only a needle insertion (sham group) into the LC, and 5 days later, bicuculline or physiological saline was administered in the MH. In all these cases, after MH treatment, the frequency and duration of defensive responses were recorded over 15 min. An anterograde neural tract tracer was also deposited in the DRN. DRN neurons send pathways to lateral and dorsomedial hypothalamus. Blockade of α₁- and β-noradrenergic receptors in the DRN decreased escape reactions elicited by bicuculline microinjections in the MH. In addition, a significant increase in anxiety-like behaviours was observed after the blockade of α₂-noradrenergic receptors in the DRN. LC pretreatment with DSP-4 decreased both anxiety- and panic attack-like behaviours evoked by GABA_A receptor blockade in the MH. In summary, the present findings suggest that the norepinephrine-mediated system modulates defensive reactions organised by MH neurons at least in part via noradrenergic receptors recruitment on DRN neurons.