Mind, Brain and Technology (eBook)

Learning in the Age of Emerging Technologies

Thomas D. Parsons, Lin Lin, Deborah Cockerham (Herausgeber)

eBook Download: PDF

2018 | 1st ed. 2019
XII, 228 Seiten
Springer International Publishing (Verlag)
978-3-030-02631-8 (ISBN)

Infos

As technology becomes increasingly integrated into our society, cultural expectations and needs are changing. Social understanding, family roles, organizational skills, and daily activities are all adapting to the demands of ever-present technology, causing changes in human brain, emotions, and behaviors. An understanding of the impact of technology upon our lives is essential if we are to adequately educate children for the future and plan for meaningful learning environments for them.

Mind, Brain and Technology provides an overview of these changes from a wide variety of perspectives. Designed as a textbook for students in the fields and interdisciplinary areas of psychology, neuroscience, technology, computer science, and education, the book offers insights for researchers, professionals, educators, and anyone interested in learning more about the integration of mind, brain and technology in their lives. The book skilfully guides readers to explore alternatives, generate new ideas, and develop constructive plans both for their own lives and for future educational needs.

Thomas D. Parsons, PhD, is a Clinical Neuropsychologist and Associate Professor of Psychology at the University of North Texas. Prior to joining the faculty at UNT, he was an Assistant Professor and Research Scientist at the University of Southern California's Institute for Creative Technologies. His work integrates neuropsychology and simulation technologies for novel assessment, modeling, and training of neurocognitive and affective processes. He is a leading scientist in this area and he has directed 17 funded projects during his career and he has been an investigator on an additional 13 funded projects. In addition to his patents for the eHarmony.com Matching System, he has invented and validated virtual reality-based assessments of attention, spatial abilities, memory, and executive functions. He uses neural networks and machine learning to model mechanisms underlying reinforcement learning, decision making, working memory, and inhibitory control. In addition to his three books, he has over 100 publications in peer reviewed journals and book chapters. He is currently Co-PI (in partnership with Soar Technology) on a Department of Defense funded ($998,888) grant that aims to develop an artificially intelligent cognitive architecture for neurocognitive assessment. He has served as Associate Editor for Frontiers in Human Neuroscience and the editorial boards of Psychological Assessment; Cyberpsychology, Behavior, and Social Networking; Assessment (Sage); and PsycCRITIQUES. His contributions to neuropsychology were recognized when he received the 2013 National Academy of Neuropsychology Early Career Achievement award. In 2014, he was awarded Fellow status in the National Academy of Neuropsychology.

Lin Lin, Ed.D., is an Associate Professor of Learning Technologies at the University of North Texas. Lin's research looks into interactions between the mind, brain, and technology in complex learning environments. She has conducted research on 1) media multitasking; 2) learning in online, blended, and virtual/augmented reality environments. Lin has published over 30 refereed articles in journals including the Proceedings of the National Academy of Sciences (PNAS) of USA, Educational Technology Research and Development (ETR&D), and Computers and Education in addition to a dozen book chapters and over 60 conference papers. Lin recently completed co-editing a book with Dr. Mike Spector to be published in the summer of 2017 by Routledge. The book focuses on the constructive articulation between learning sciences and instructional technology communities. She is currently co-editing another book focusing on innovative instructional design approaches. Lin serves as the Associate Director of Texas Center for Educational Technology (TCET), and Co-Director of a Joint-Lab on Big Data, Little Devices, and Life-long Learning. She is Associate Editor for the International Journal of Smart Technology and Learning (IJSmartTL) as well an editorial board member of several other peer-reviewed journals. Lin received her doctoral degree in Instructional Technology and Media at Teachers College, Columbia University.

Deborah Cockerham, managing director of the Research and Learning Center at the Fort Worth Museum of Science and History, also serves as Visiting Research Scholar at Texas Christian University's Center for Science Communication. In these roles, she works to strengthen interdisciplinary communication and build connections between research scientists and the public, and has supported multiple research university collaborations in public education and communication. In earlier work as a learning disabilities specialist, she taught children and adolescents with a variety of learning and attentional differences.  Her work with students who have attention deficit hyperactivity (ADHD) and/or autism spectrum disorder (ASD) has focused on social learning, based on connections between communication skills and the fine arts. Cockerham's research takes place at the intersection of learning technologies, psychology, education and communication.  Recent investigations include EEG studies on ASD interpretation of nonverbal emotional cues, and behavioral studies focused on media multitasking and technology addiction. Cockerham has presented practitioner workshops at venues that include the International Learning Disabilities Association, the National Council of Teachers of Mathematics, Colorado Dyslexia Center, Association of Texas Educators, Texas Learning Disabilities Association, Association of Science and Technology Centers, the Association of Texas Professional Educators. In addition, she has presented papers at the International Conference on Advanced Learning Technologies and the American Educational Research Association, and has publications in Technology, Knowledge, and Learning, and Zeitschrift f?r Psychologie.  She is a graduate of the University of Texas at Arlington's Masters of Mind, Brain, and Education. Through her work and studies, Cockerham focuses on developing community-based collaborations that build skills for lifelong learning.

 

Autor

Thomas D. Parsons, PhD, is a Clinical Neuropsychologist and Associate Professor of Psychology at the University of North Texas. Prior to joining the faculty at UNT, he was an Assistant Professor and Research Scientist at the University of Southern California’s Institute for Creative Technologies. His work integrates neuropsychology and simulation technologies for novel assessment, modeling, and training of neurocognitive and affective processes. He is a leading scientist in this area and he has directed 17 funded projects during his career and he has been an investigator on an additional 13 funded projects. In addition to his patents for the eHarmony.com Matching System, he has invented and validated virtual reality-based assessments of attention, spatial abilities, memory, and executive functions. He uses neural networks and machine learning to model mechanisms underlying reinforcement learning, decision making, working memory, and inhibitory control. In addition to his three books, he has over 100 publications in peer reviewed journals and book chapters. He is currently Co-PI (in partnership with Soar Technology) on a Department of Defense funded ($998,888) grant that aims to develop an artificially intelligent cognitive architecture for neurocognitive assessment. He has served as Associate Editor for Frontiers in Human Neuroscience and the editorial boards of Psychological Assessment; Cyberpsychology, Behavior, and Social Networking; Assessment (Sage); and PsycCRITIQUES. His contributions to neuropsychology were recognized when he received the 2013 National Academy of Neuropsychology Early Career Achievement award. In 2014, he was awarded Fellow status in the National Academy of Neuropsychology.Lin Lin, Ed.D., is an Associate Professor of Learning Technologies at the University of North Texas. Lin’s research looks into interactions between the mind, brain, and technology in complex learning environments. She has conducted research on 1) media multitasking; 2) learning in online, blended, and virtual/augmented reality environments. Lin has published over 30 refereed articles in journals including the Proceedings of the National Academy of Sciences (PNAS) of USA, Educational Technology Research and Development (ETR&D), and Computers and Education in addition to a dozen book chapters and over 60 conference papers. Lin recently completed co-editing a book with Dr. Mike Spector to be published in the summer of 2017 by Routledge. The book focuses on the constructive articulation between learning sciences and instructional technology communities. She is currently co-editing another book focusing on innovative instructional design approaches. Lin serves as the Associate Director of Texas Center for Educational Technology (TCET), and Co-Director of a Joint-Lab on Big Data, Little Devices, and Life-long Learning. She is Associate Editor for the International Journal of Smart Technology and Learning (IJSmartTL) as well an editorial board member of several other peer-reviewed journals. Lin received her doctoral degree in Instructional Technology and Media at Teachers College, Columbia University.Deborah Cockerham, managing director of the Research and Learning Center at the Fort Worth Museum of Science and History, also serves as Visiting Research Scholar at Texas Christian University’s Center for Science Communication. In these roles, she works to strengthen interdisciplinary communication and build connections between research scientists and the public, and has supported multiple research university collaborations in public education and communication. In earlier work as a learning disabilities specialist, she taught children and adolescents with a variety of learning and attentional differences.  Her work with students who have attention deficit hyperactivity (ADHD) and/or autism spectrum disorder (ASD) has focused on social learning, based on connections between communication skills and the fine arts. Cockerham’s research takes place at the intersection of learning technologies, psychology, education and communication.  Recent investigations include EEG studies on ASD interpretation of nonverbal emotional cues, and behavioral studies focused on media multitasking and technology addiction. Cockerham has presented practitioner workshops at venues that include the International Learning Disabilities Association, the National Council of Teachers of Mathematics, Colorado Dyslexia Center, Association of Texas Educators, Texas Learning Disabilities Association, Association of Science and Technology Centers, the Association of Texas Professional Educators. In addition, she has presented papers at the International Conference on Advanced Learning Technologies and the American Educational Research Association, and has publications in Technology, Knowledge, and Learning, and Zeitschrift fϋr Psychologie.  She is a graduate of the University of Texas at Arlington’s Masters of Mind, Brain, and Education. Through her work and studies, Cockerham focuses on developing community-based collaborations that build skills for lifelong learning.  

Inhalt

Dedication 6
Foreword 7
Technology as Culture 7
Contents 9
Contributors 11
Part I: Introduction: Mind, Brain, and Learning Technologies 13
Chapter 1: Rethinking Learning in the Rapid Developments of Neuroscience, Learning Technologies, and Learning Sciences 14
Introduction 14
Evolutions of Learning Theories from a Historical Perspective 15
Extensions of Learning Through Technologies 17
Understanding Learning Through Neuroimaging Technologies 18
Connecting Learning with Social and Technological Networks 20
Student Learning Skills in a Digital Age 21
Learning Technologies and the Extended Mind 22
References 24
Chapter 2: Complexity, Inquiry Critical Thinking, and Technology: A Holistic and Developmental Approach 28
Introduction 28
Theory and Empirical Foundations 30
Developing Inquiry and Critical Thinking Skills 31
A Nine-Phase Developmental Framework 32
Roles for Technology 32
Concluding Remarks 34
References 34
Chapter 3: Educational Neuroscience: Exploring Cognitive Processes that Underlie Learning 37
Introduction 37
Cognition and Learning 38
Eye Tracking and Distribution of Visual Attention 40
Using EEG to Explore When Cognitive Changes Happen 42
Using fMRI and fNIRS to Study Where Cognitive Changes Happen 44
Using Neuroscience to Explore Social Cognition 47
Challenges and Implications 48
Reliable Neuroimaging Data Require Sufficient Signal-to-Noise Ratios 49
Perceptual-Motor Confounds May Distort Data of Interest 49
Signal Classifiers Must Be Trained Using Tasks that Match the Experimental Task 50
Conclusion 51
References 51
Part II: Educational Technologies for Assessment and Training 57
Chapter 4: Close Relationships and Virtual Reality 58
Introduction 58
Close Relationships and Attachment Theory 59
Adult Attachment Theory and Neuroscience 61
Virtual Reality 62
Using Virtual Reality to Study Close Relationships 63
Close Relationships in Virtual Reality 67
Implications and Future Directions 69
Conclusion 70
References 71
Chapter 5: Uses of Physiological Monitoring in Intelligent Learning Environments: A Review of Research, Evidence, and Technologies 75
Introduction 76
Pedagogical Decision-Making in Intelligent Learning Environments 77
Generic Model for an Intelligent Learning Environment 78
Efficacy of Intelligent Learning Environments 79
Support for Cognitive Aspects Learning 80
Cognitive Load 81
Adapting to Challenge and Difficulty 82
Attention and Gaze 83
Support for Emotional and Motivational Aspects of Learning 83
Affect-Sensitive Instructional Strategies 84
Induction of Emotions That Are Conducive to Learning 85
Multichannel Affect Detection and Response 85
Support for Metacognitive Aspects of Learning 87
Affect-Sensitive Acquisition of Learning Strategies 87
Metacognitive Tools and Self-Regulation 88
Conclusion 88
References 90
Chapter 6: Gaze-Based Attention-Aware Cyberlearning Technologies 95
Introduction 95
Attention During Learning 97
Attention-Aware Learning Technologies 99
Example 1: Addressing Inattention During Multimedia Learning 99
Gaze-Sensitive Intervention 99
Validation Study 100
Example 2: Mitigating Mind Wandering During Computerized Reading 101
Mind Wandering Detection and Intervention 101
Validation Study 102
Next Steps 103
Example 3: From the Lab to the Wild: Attention-Aware Guru 104
Guru 104
Mind Wandering Detection 105
Mind Wandering Intervention 106
Conclusion 107
References 108
Chapter 7: Using Motion Capture Technologies to Provide Advanced Feedback and Scaffolds for Learning 114
Introduction 114
Embodied Cognition and Learning 116
Feedback for Learning 118
Using Motion Capture Technologies to Scaffold Expertise and Reflective Feedback 120
Defined Feedback Loops for Motion Capture 124
Conclusions and the Future Directions 125
References 125
Chapter 8: Virtual School Environments for Neuropsychological Assessment and Training 129
Introduction 130
Computer Automated (2D) Assessment of Attentional Processing 131
Computerized Continuous Performance Tests 131
Computerized Stroop Tests 133
Lack of Ecological Validity 134
Potential of Virtual Environments 136
Virtual Classroom Paradigm 137
Limitations of Traditional Virtual Classroom Assessment Approaches 137
Virtual School Environment: Intelligent Virtual Teacher and Students 150
Virtual School Battery of Neuropsychological Measures 150
Virtual Human Teacher for Social Orienting 151
Virtual Hallway 152
Virtual Playground 153
Application of Virtual Classrooms in School Environment 155
Conclusions 156
References 157
Part III: Policies and Praxes 164
Chapter 9: Implications of Social Neuroscience for Learning Technology Research and Development 165
Introduction 165
Social Neuroscience and Learning Technology 167
Social Robots and Learning 167
Collaborative Serious Games 168
CPS: The Assessment Challenge 169
The ATC21S Assessment Framework and Implementation 169
The PISA 2015 Assessment of CPS 171
The Challenge of Assessing CPS and Neuroscience Research 172
CPS: The Learning Challenge 172
How Does the Social Brain Develop? 174
What Are the Conditions Underpinning Productive CPS? 174
Learning Technology Research and Development for CPS 175
Games for Motivating Engagement and Attentional Focus 175
Serious Games Simulating Authentic Contexts for Learning 176
Looking into the Future 177
References 178
Chapter 10: Cross-Sectional Studies Investigating the Impacts of Background Sounds on Cognitive Task Performance 181
Introduction 181
Literature and Theoretical Framework 182
Task Productivity While Listening to Background Music 182
Arousal-Mood Hypothesis 183
The Role of Attention 183
Auditory Distractions 184
Our Studies 185
Study #1 187
Study #2 187
Study #3 188
Study #4 189
Study #5 192
Discussions and Future Directions 192
References 196
Chapter 11: Neuroethics in Educational Technology: Keeping the Brain in Mind When Developing Frameworks for Ethical Decision-Making 199
Introduction 199
Ethics in Educational Technology 200
Perspectives from the Neurosciences on Cyberlearning Technologies 201
Extended Cognition 202
Technologies of the Student’s Extended Mind 204
Neuroethical Issues for Technologies Extending the Student’s Mind 205
Cognitive Enhancement 208
Conclusions 209
References 210
Author Index 214
Subject Index 226

Produkt-Details

• Erscheint lt. Verlag: 19.12.2018
• Reihe/Serie: Educational Communications and Technology: Issues and Innovations
• Reihe/Serie: Educational Communications and Technology: Issues and Innovations
• Zusatzinfo: XII, 228 p. 17 illus., 11 illus. in color.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Schlagworte: Affect detection • Affective Neuroscience • Cognitive appraisal • Complex learning environments • Computational neuropsychology • Computer Science • Education • Educational neuroscience • educational practice and policy • Emerging Technologies • Implementation of learning technologies • Learning and Instruction • Metacognition • Multitasking • Neuroscience • Psychology • Technology
• ISBN-10: 3-030-02631-0 / 3030026310
• ISBN-13: 978-3-030-02631-8 / 9783030026318