TY - JOUR
T1 - On enhancing students’ cognitive abilities in online learning using brain activity and eye movements
AU - Jamil, Nuraini
AU - Belkacem, Abdelkader Nasreddine
AU - Lakas, Abderrahmane
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2023/4
Y1 - 2023/4
N2 - The COVID-19 pandemic has interrupted education institutions in over 150 nations, affecting billions of students. Many governments have forced a transition in higher education from in-person to remote learning. After this abrupt, worldwide transition away from the classroom, some question whether online education will continue to grow in acceptance in post-pandemic times. However, new technology, such as the brain-computer interface and eye-tracking, have the potential to improve the remote learning environment, which currently faces several obstacles and deficiencies. Cognitive brain computer interfaces can help us develop a better understanding of brain functions, allowing for the development of more effective learning methodologies and the enhancement of brain-based skills. We carried out a systematic literature review of research on the use of brain computer interfaces and eye-tracking to measure students’ cognitive skills during online learning. We found that, because many experimental tasks depend on recorded rather than real-time video, students don’t have direct and real-time interaction with their teacher. Further, we found no evidence in any of the reviewed papers for brain-to-brain synchronization during remote learning. This points to a potentially fruitful future application of brain computer interfaces in education, investigating whether the brains of student-teacher pairs who interact with the same course content have increasingly similar brain patterns.
AB - The COVID-19 pandemic has interrupted education institutions in over 150 nations, affecting billions of students. Many governments have forced a transition in higher education from in-person to remote learning. After this abrupt, worldwide transition away from the classroom, some question whether online education will continue to grow in acceptance in post-pandemic times. However, new technology, such as the brain-computer interface and eye-tracking, have the potential to improve the remote learning environment, which currently faces several obstacles and deficiencies. Cognitive brain computer interfaces can help us develop a better understanding of brain functions, allowing for the development of more effective learning methodologies and the enhancement of brain-based skills. We carried out a systematic literature review of research on the use of brain computer interfaces and eye-tracking to measure students’ cognitive skills during online learning. We found that, because many experimental tasks depend on recorded rather than real-time video, students don’t have direct and real-time interaction with their teacher. Further, we found no evidence in any of the reviewed papers for brain-to-brain synchronization during remote learning. This points to a potentially fruitful future application of brain computer interfaces in education, investigating whether the brains of student-teacher pairs who interact with the same course content have increasingly similar brain patterns.
KW - Attention
KW - Electroencephalogram
KW - Eye-tracking
KW - Online learning
KW - Student-teacher interaction
KW - Systematic literature review
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UR - http://www.scopus.com/inward/citedby.url?scp=85140626161&partnerID=8YFLogxK
U2 - 10.1007/s10639-022-11372-2
DO - 10.1007/s10639-022-11372-2
M3 - Article
AN - SCOPUS:85140626161
SN - 1360-2357
VL - 28
SP - 4363
EP - 4397
JO - Education and Information Technologies
JF - Education and Information Technologies
IS - 4
ER -