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The brain and learning: Examining the connection between brain activity, spatial intelligence, and learning outcomes in online visual instruction.

机译：大脑与学习：在在线视觉教学中检查大脑活动，空间智能和学习成果之间的联系。

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摘要

The purpose of the study was to compare 2D and 3D visual presentation styles, both still frame and animation, on subjects' brain activity measured by the amplitude of EEG alpha wave and on their recall to see if alpha power and recall differ significantly by depth and movement of visual presentation style and by spatial intelligence. In addition, the study sought to determine whether there is any significant interaction between spatial intelligence and visual presentation style on alpha power and recall, and to determine whether any relationship exists between alpha power and recall.;The subjects in the present study were one hundred and twenty three undergraduate students at a university in the Midwest. After taking Vandenberg & Kuse's Mental Rotations Test, subjects were divided into low and high spatial intelligence groups, and subjects in each spatial intelligence group were evenly assigned to four different types of visual presentation style (2D still frame, 2D animation, 3D still frame, and 3D animation), receiving an instruction on LASIK eye surgical procedure in its respective visual presentation style. During the one-minute visual instruction, subjects' brain activity was measured and recorded using a wireless EEG headset. Upon completion of the instruction, subjects were given a 10-item multiple-choice test to measure their recall of the material presented during the instruction.;Two 2 (spatial intelligence) x 2 (depth) x 2 (movement) factorial Analysis of Variance (ANOVA) were conducted, one with alpha power as a dependent variable and the other with recall as a dependent variable, to determine whether there is a significant difference in alpha power and recall by spatial intelligence and visual presentation style, as well as whether there is an interaction between these variables that affects alpha power and recall. The Pearson Correlation Coefficient was calculated to examine relationship between alpha power and recall.;The present study found (a) EEG alpha power did not differ by the difference in depth and movement, (b) 2D and animation were found to be more effective on recall, (c) alpha power did not differ by spatial intelligence, (d) recall did not differ by spatial intelligence, (e) there was a significant interaction between spatial intelligence and movement that affected alpha power; still frame resulted in higher alpha power for low spatial learners, and animation resulted in higher alpha power for high spatial learners, (f) there was a significant interaction between spatial intelligence, depth and movement on recall; for low spatial learners, 2D animation resulted in significantly higher recall than both 2D still frame and 3D animation, and for high spatial learners, 3D animation resulted in significantly higher recall than 3D still frame, and both 2D still frame and 2D animation resulted in close to significantly higher recall than 3D still frame, and (g) there was a mildly inverse relationship between alpha power and recall, brought on by a strong inverse relationship in 2D still frame revealing a 'higher alpha power-lower recall connection' for low spatial learners and a 'lower alpha power-higher recall connection' for high spatial learners.
机译：这项研究的目的是比较2D和3D视觉呈现方式，包括静止画面和动画形式，以及通过脑电图α波幅值测量的受试者的大脑活动以及他们的记忆力，以了解阿尔法能力和记忆力在深度和深度方面是否存在显着差异。视觉呈现风格的移动和空间智能。此外，该研究试图确定空间智力和视觉表现风格之间在阿尔法能力和召回之间是否存在显着的相互作用，并确定阿尔法能力和召回之间是否存在任何关系。本研究的受试者为一百名和中西部一所大学的23名本科生。在接受了范登伯格和库斯（Vandenberg＆Kuse）的“心理旋转测试”后，将受试者分为低空间智能和高空间智能组，每个空间智能组中的对象被平均分配给四种不同类型的视觉呈现样式（2D静态框架，2D动画，3D静态框架，和3D动画），以其各自的视觉呈现方式接收有关LASIK眼外科手术的说明。在一分钟的视觉指导中，使用无线EEG耳机测量并记录了受试者的大脑活动。完成指导后，对受试者进行10项多项选择题测试，以衡量他们对指导过程中所呈现材料的回忆。2个（空间智能）x 2（深度）x 2（运动）阶乘分析（ANOVA），其中一个以alpha功效为因变量，另一个以召回率作为因变量，以通过空间智能和视觉呈现方式确定alpha功效和召回率是否存在显着差异，以及是否存在是这些变量之间的相互作用，影响alpha功效和召回率。计算Pearson相关系数以检查alpha功率与召回率之间的关系。;本研究发现（a）脑电图alpha功率没有因深度和运动的差异而有所不同，（b）2D和动画被发现在以下方面更有效回想起来，（c）alpha能量在空间智能方面没有差异，（d）回忆在空间智能方面没有差异，（e）空间智能与运动之间存在显着的相互作用，影响了alpha能量；静止帧对于低空间学习者而言具有较高的alpha功率，而动画对于高空间学习者而言则具有较高的alpha功率。（f）空间智能，深度和回忆运动之间存在显着的交互作用；对于空间较小的学习者，2D动画的召回率明显高于2D静态框架和3D动画；对于空间较大的学习者，3D动画的召回率明显高于3D静态框架，2D静态框架和2D动画均导致闭合显着高于3D静态框架的召回率，并且（g）2D静态框架中的强反比关系导致alpha功率和召回率之间存在轻微的反比关系，从而揭示了“低空间的较高α功率-更低召回率联系”学习者，以及针对高空间学习者的“较低的alpha功率-较高的回忆连接”。

著录项

  • 作者

    Lee, Hyangsook.;

  • 作者单位

    Kent State University.;

  • 授予单位 Kent State University.;
  • 学科 Educational technology.;Educational psychology.;Instructional design.;Web studies.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 124 p.
  • 总页数 124
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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