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Opportunities and Limitations of Mobile Neuroimaging Technologies in Educational Neuroscience.

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Title: Opportunities and Limitations of Mobile Neuroimaging Technologies in Educational Neuroscience.
Authors: Janssen, Tieme W.P.1 (AUTHOR) twp.janssen@vu.nl, Grammer, Jennie K.2 (AUTHOR), Bleichner, Martin G.3 (AUTHOR), Bulgarelli, Chiara4 (AUTHOR), Davidesco, Ido5 (AUTHOR), Dikker, Suzanne6 (AUTHOR), Jasińska, Kaja K.7 (AUTHOR), Siugzdaite, Roma8 (AUTHOR), Vassena, Eliana9 (AUTHOR), Vatakis, Argiro10 (AUTHOR), Zion‐Golumbic, Elana11 (AUTHOR), van Atteveldt, Nienke1 (AUTHOR)
Source: Mind, Brain & Education. Nov2021, Vol. 15 Issue 4, p354-370. 17p. 2 Diagrams, 1 Chart.
Subject Terms: *Educational technology, *Classroom environment, *Education research, Brain imaging, Near infrared spectroscopy
Abstract: As the field of educational neuroscience continues to grow, questions have emerged regarding the ecological validity and applicability of this research to educational practice. Recent advances in mobile neuroimaging technologies have made it possible to conduct neuroscientific studies directly in naturalistic learning environments. We propose that embedding mobile neuroimaging research in a cycle (Matusz, Dikker, Huth, & Perrodin, 2019), involving lab‐based, seminaturalistic, and fully naturalistic experiments, is well suited for addressing educational questions. With this review, we take a cautious approach, by discussing the valuable insights that can be gained from mobile neuroimaging technology, including electroencephalography and functional near‐infrared spectroscopy, as well as the challenges posed by bringing neuroscientific methods into the classroom. Research paradigms used alongside mobile neuroimaging technology vary considerably. To illustrate this point, studies are discussed with increasingly naturalistic designs. We conclude with several ethical considerations that should be taken into account in this unique area of research. Research on how the brain learns is typically done in a lab. Students perform a simplified learning task, alone, while their brain activity is recorded. However, this is a long way from learning in real complex classrooms with other students. In this article, we discuss innovations in mobile technology that allow investigating how brains learn in real classrooms, outside the lab. We also highlight recent studies that demonstrate how this approach may help in making research more relevant and useful for schools. [ABSTRACT FROM AUTHOR]
Copyright of Mind, Brain & Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Opportunities and Limitations of Mobile Neuroimaging Technologies in Educational Neuroscience.
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  Data: <searchLink fieldCode="AR" term="%22Janssen%2C+Tieme+W%2EP%2E%22">Janssen, Tieme W.P.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> twp.janssen@vu.nl</i><br /><searchLink fieldCode="AR" term="%22Grammer%2C+Jennie+K%2E%22">Grammer, Jennie K.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bleichner%2C+Martin+G%2E%22">Bleichner, Martin G.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bulgarelli%2C+Chiara%22">Bulgarelli, Chiara</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Davidesco%2C+Ido%22">Davidesco, Ido</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dikker%2C+Suzanne%22">Dikker, Suzanne</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jasińska%2C+Kaja+K%2E%22">Jasińska, Kaja K.</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Siugzdaite%2C+Roma%22">Siugzdaite, Roma</searchLink><relatesTo>8</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vassena%2C+Eliana%22">Vassena, Eliana</searchLink><relatesTo>9</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vatakis%2C+Argiro%22">Vatakis, Argiro</searchLink><relatesTo>10</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zion‐Golumbic%2C+Elana%22">Zion‐Golumbic, Elana</searchLink><relatesTo>11</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22van+Atteveldt%2C+Nienke%22">van Atteveldt, Nienke</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Mind%2C+Brain+%26+Education%22">Mind, Brain & Education</searchLink>. Nov2021, Vol. 15 Issue 4, p354-370. 17p. 2 Diagrams, 1 Chart.
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  Data: As the field of educational neuroscience continues to grow, questions have emerged regarding the ecological validity and applicability of this research to educational practice. Recent advances in mobile neuroimaging technologies have made it possible to conduct neuroscientific studies directly in naturalistic learning environments. We propose that embedding mobile neuroimaging research in a cycle (Matusz, Dikker, Huth, & Perrodin, 2019), involving lab‐based, seminaturalistic, and fully naturalistic experiments, is well suited for addressing educational questions. With this review, we take a cautious approach, by discussing the valuable insights that can be gained from mobile neuroimaging technology, including electroencephalography and functional near‐infrared spectroscopy, as well as the challenges posed by bringing neuroscientific methods into the classroom. Research paradigms used alongside mobile neuroimaging technology vary considerably. To illustrate this point, studies are discussed with increasingly naturalistic designs. We conclude with several ethical considerations that should be taken into account in this unique area of research. Research on how the brain learns is typically done in a lab. Students perform a simplified learning task, alone, while their brain activity is recorded. However, this is a long way from learning in real complex classrooms with other students. In this article, we discuss innovations in mobile technology that allow investigating how brains learn in real classrooms, outside the lab. We also highlight recent studies that demonstrate how this approach may help in making research more relevant and useful for schools. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Mind, Brain & Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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