From the Laboratory to the Classroom: The Potential of Functional Near-Infrared Spectroscopy in Educational Neuroscience

Frontiers in Psychology

Luciana Monteiro Moura²  Joao R. Sato²  Roberto Lent³  Amanda Malheiros⁴  Joana Bisol Balardin⁶  Guilherme Augusto Zimeo Morais⁷  Guilherme Brockington⁸ 

[1] Center for Natural and Human Sciences, Universidade Federal do ABC, Santo André, Brazil;Center of Mathematics Computing and Cognition, Universidade Federal do ABC, São Bernardo do Campo, Brazil;D'Or Institute of Research and Education, Rio de Janeiro, Brazil;Departamento de Ciências Exatas e da Terra, Universidade Federal de São Paulo, Diadema, Brazil;Institute of Biomedical Sciences, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil;Instituto do Cérebro, Hospital Israelita Albert Einstein, São Paulo, Brazil;NIRx Medizintechnik GmbH, Berlin, Germany;National Network of Science for Education, Rio de Janeiro, Brazil;

关键词: education;    educational neuroscience;    fNIRS;    functional near-infrared spectroscopy;    hyperscanning;    classroom;   

DOI  :  10.3389/fpsyg.2018.01840

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown