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Journal Cover Themes in Science and Technology Education
  [2 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1792-8788 - ISSN (Online) 1792-8788
   Published by U of Ioannina Homepage  [1 journal]
  • Editorial

    • Authors: Julien Mercier
      Pages: 79 - 81
      PubDate: 2017-11-10
      Issue No: Vol. 9, No. 2 (2017)
       
  • Cognitive load and attentional demands during objects’ position change
           in real and digital environments

    • Authors: Georgios K Zacharis, Tassos Anastasios Mikropoulos, Katerina Kalyvioti
      Pages: 83 - 91
      Abstract: Studies showed that two-dimensional (2D) and three-dimensional (3D) educational content contributes to learning. Although there were many studies with 3D stereoscopic learning environments, only a few studies reported on the differences between real, 2D, and 3D scenes, as far as cognitive load and attentional demands were concerned. We used electroencephalographic measurements to study and compare the theta (θ), alpha (α), beta (β) and gamma (γ) frequency bands of 36 adult female participants. The participants observed three environments with the same content, a real, a 3D and a 2D environment. Brain activity was recorded for each environment and their two versions, i.e., a before version and an after version, where the position of specific objects changed. Our study’s findings indicated that all participants perceived the three environments, their depicted objects, and the change of the objects’ position. The participants’ cognitive load and attentional demands were higher in all environments before the change of the objects’ position. Working memory load, working and spatial memory, were also higher in the two digital environments (3D and 2D) before the change of the objects’ position. However, the opposite was observed in the case of the real environment. This was attributed to the participants observing the real environment firstly. Overall, we propose that empirical studies with biometric data on cognitive load and attentional demands will support the design of better learning environments.
      PubDate: 2017-11-10
      Issue No: Vol. 9, No. 2 (2017)
       
  • Neuro emotional literacy program: Does teaching the function of affect and
           affect regulation strategies improve affect management and well-being'
           

    • Authors: Kathryn E. Patten, Stephen R. Campbell
      Pages: 93 - 108
      Abstract: Although research on Emotion Regulation (ER) is developing at a rapid rate, much of it lacks a clear theoretical framework and most focuses on a narrow set of ER strategies. This work presents the details of a pilot project, the Neuro Emotional Literacy Program (NELP), designed for parents and based on the Somatic Appraisal Model of Affect (SAMA). This 6-week parent program used two self-report questionnaires, the Positive Negative Affect Schedule Short-Form (PANAS-SF) and the newly created Personal Affect Regulation Capacity Inventory (PARCI) to collect pre- and post-workshop data. Pilot project data analysis indicates that parents’ knowledge of the function and actuation of brain-body affect and expansion of their practice to include several ER strategies helps improve emotion management and promotes positive affect, as measured by PANAS-SF and PARCI.
      PubDate: 2017-11-10
      Issue No: Vol. 9, No. 2 (2017)
       
  • An educational neuroscience perspective on tutoring: To what extent can
           electrophysiological measures improve the contingency of tutor scaffolding
           and feedback'

    • Authors: Julien Mercier, Mélanie Bédard
      Pages: 109 - 125
      Abstract: The efficacy of tutoring as an instructional strategy mainly lies on the moment-by-moment correspondence between the help provided by a tutor and the tutee’s learning needs. The model presented in this paper emphasizes the pivotal role of monitoring and regulation, both by the tutor and the tutee, in attaining and maintaining affective and cognitive states conducive to student’s learning. This perspective highlights the hypothesis that the scarcity of the information that the tutor and tutee have access to during natural interaction leads to suboptimal learning interactions. As a potential response to this lack of information, it is argued that methodologies from cognitive and affective neuroscience can provide pertinent information during or after a learning interaction, and that this information can significantly empower students and tutors. Projected empirical research could lead to a dramatic reinterpretation of 35 years of already fruitful tutoring research.
      PubDate: 2017-11-10
      Issue No: Vol. 9, No. 2 (2017)
       
 
 
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