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Front Psychol
2018 Jan 01;9:1840. doi: 10.3389/fpsyg.2018.01840.
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From the Laboratory to the Classroom: The Potential of Functional Near-Infrared Spectroscopy in Educational Neuroscience.
Brockington G
,
Balardin JB
,
Zimeo Morais GA
,
Malheiros A
,
Lent R
,
Moura LM
,
Sato JR
.
Abstract
Paralleling two decades of growth in the emergent field known as educational neuroscience is an increasing concern that educational practices and programs should be evidence-based, however, the idea that neuroscience could potentially influence education is controversial. One of the criticisms, regarding applications of the findings produced in this discipline, concerns the artificiality of neuroscientific experiments and the oversimplified nature of the tests used to investigate cognitive processes in educational contexts. The simulations may not account for all of the variables present in real classroom activities. In this study, we aim to get a step closer to the formation of data-supported classroom methodologies by employing functional near-infrared spectroscopy in various experimental paradigms. First, we present two hyperscanning scenarios designed to explore realistic interdisciplinary contexts, i.e., the classroom. In a third paradigm, we present a case study of a single student evaluated with functional near-infrared spectroscopy and mobile eye-tracking glasses. These three experiments are performed to provide proofs of concept for the application of functional near-infrared spectroscopy in scenarios that more closely resemble authentic classroom routines and daily activities. The goal of our study is to explore the potential of this technique in hopes that it offers insights in experimental design to investigate teaching-learning processes during teacher-student interactions.
Figure 1. Experiment 1. (A) Teacher-student interaction during the counting board game. (B) Illustration of sources (red), detectors (blue), and channels grouped in four ROIs: left (green) and right (yellow) frontal cortex, anterior (pink) and posterior (brown) temporo-parietal junction. (C) Example of HbO concentration changes observed for each channel in the student and teacher during a time window of 20 s. (D) Significant student-teacher interbrain correlation. A written informed consent has been obtained from the depicted individuals (including the child parents) for the publication of this image.
Figure 2. Experiment 2. (A) Group of students attending the class. (B) Illustration of sources (red), detectors (blue) and channels (yellow) over the bilateral prefrontal cortex. (C) Example of HbO concentration changes observed in each student's channels during a time window of 60 s. (D) Box-plots of inter-subject HbO correlations across four blocks of lecture. The horizontal line near the middle of each box indicates the median, while the top and bottom borders of the box mark the 25th and 75th percentiles, respectively. The asterisk (*) highlights a statistically significant difference from zero. A written informed consent has been obtained from the depicted individuals for the publication of this image.
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