Can Functional Brain Imaging Be Used to Explore Interactivity and Cognition in Multimedia Learning Environments?

Autor/inn/en	Dalgarno, Barney; Kennedy, Gregor; Bennett, Sue
Titel	Can Functional Brain Imaging Be Used to Explore Interactivity and Cognition in Multimedia Learning Environments?
Quelle	In: Journal of Interactive Learning Research, 21 (2010) 3, S.317-342 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Multimedia Instruction; Brain; Neurology; Neurological Organization; Visual Aids; Cognitive Processes; Learning Processes; Neuropsychology; Holistic Approach; Interaction; Computer Assisted Instruction; Tutorial Programs; Computer Simulation; Comparative Analysis + Suchen Sie Ihr Suchwort? Multimediales Lernen; Gehirn; Neurologie; Anschauungsmaterial; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Neuropsychologie; Holistischer Ansatz; Interaktion; Computer based training; Computerunterstützter Unterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Computergrafik; Computersimulation
Abstract	This paper reviews existing methods used to address questions about interactivity, cognition and learning in multimedia learning environments. Existing behavioural and self-report methods identified include observations, audit trails, questionnaires, interviews, video-stimulated recall, and think-aloud protocols. The limitations of these methods are examined, highlighting the problems with using behavioural information to speculate about the cognitive activity that is occurring; the difficulties posed by relying on the correct interpretation of questions or accurate recall of past events; and the potential for the data collection methods to have an impact on cognition as it is occurring. Functional brain imaging techniques offer a complement to the existing methods, but possess a number of inherent methodological constraints. The specific constraints emerging from a recent pilot study carried out by the authors are discussed in detail, including: limitations on learner-computer interaction because of the need to use MRI compatible input devices; activation from motor tasks potentially confounding the results of comparisons between cognition occurring during interactive and non-interactive resources; visual differences between multimedia conditions potentially confounding the results due to activation associated with the visual processing; and problems with the provision of "baseline" or "rest" conditions for comparison purposes during holistic problem-based tasks. Despite these constraints it is argued that the use of functional imaging techniques within this field of research has significant potential. (Contains 4 figures.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10