Parsons / Lin / Cockerham Mind, Brain and Technology

Learning in the Age of Emerging Technologies
1. Auflage 2018
ISBN: 978-3-030-02631-8
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 231 Seiten

Reihe: Educational Communications and Technology: Issues and Innovations

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.  

Autoren/Hrsg.

Parsons, Thomas D.

Lin, Lin

Cockerham, Deborah

Inhaltsverzeichnis

1;Dedication;6
2;Foreword;7
2.1;Technology as Culture;7
3;Contents;9
4;Contributors;11
5;Part I: Introduction: Mind, Brain, and Learning Technologies;13
5.1;Chapter 1: Rethinking Learning in the Rapid Developments of Neuroscience, Learning Technologies, and Learning Sciences;14
5.1.1;Introduction;14
5.1.2;Evolutions of Learning Theories from a Historical Perspective;15
5.1.3;Extensions of Learning Through Technologies;17
5.1.4;Understanding Learning Through Neuroimaging Technologies;18
5.1.5;Connecting Learning with Social and Technological Networks;20
5.1.6;Student Learning Skills in a Digital Age;21
5.1.7;Learning Technologies and the Extended Mind;22
5.1.8;References;24
5.2;Chapter 2: Complexity, Inquiry Critical Thinking, and Technology: A Holistic and Developmental Approach;28
5.2.1;Introduction;28
5.2.2;Theory and Empirical Foundations;30
5.2.3;Developing Inquiry and Critical Thinking Skills;31
5.2.4;A Nine-Phase Developmental Framework;32
5.2.5;Roles for Technology;32
5.2.6;Concluding Remarks;34
5.2.7;References;34
5.3;Chapter 3: Educational Neuroscience: Exploring Cognitive Processes that Underlie Learning;37
5.3.1;Introduction;37
5.3.2;Cognition and Learning;38
5.3.3;Eye Tracking and Distribution of Visual Attention;40
5.3.4;Using EEG to Explore When Cognitive Changes Happen;42
5.3.5;Using fMRI and fNIRS to Study Where Cognitive Changes Happen;44
5.3.6;Using Neuroscience to Explore Social Cognition;47
5.3.7;Challenges and Implications;48
5.3.7.1;Reliable Neuroimaging Data Require Sufficient Signal-to-Noise Ratios;49
5.3.7.2;Perceptual-Motor Confounds May Distort Data of Interest;49
5.3.7.3;Signal Classifiers Must Be Trained Using Tasks that Match the Experimental Task;50
5.3.8;Conclusion;51
5.3.9;References;51
6;Part II: Educational Technologies for Assessment and Training;57
6.1;Chapter 4: Close Relationships and Virtual Reality;58
6.1.1;Introduction;58
6.1.2;Close Relationships and Attachment Theory;59
6.1.3;Adult Attachment Theory and Neuroscience;61
6.1.4;Virtual Reality;62
6.1.5;Using Virtual Reality to Study Close Relationships;63
6.1.6;Close Relationships in Virtual Reality;67
6.1.7;Implications and Future Directions;69
6.1.8;Conclusion;70
6.1.9;References;71
6.2;Chapter 5: Uses of Physiological Monitoring in Intelligent Learning Environments: A Review of Research, Evidence, and Technologies;75
6.2.1;Introduction;76
6.2.2;Pedagogical Decision-Making in Intelligent Learning Environments;77
6.2.2.1;Generic Model for an Intelligent Learning Environment;78
6.2.2.2;Efficacy of Intelligent Learning Environments;79
6.2.3;Support for Cognitive Aspects Learning;80
6.2.3.1;Cognitive Load;81
6.2.3.2;Adapting to Challenge and Difficulty;82
6.2.3.3;Attention and Gaze;83
6.2.4;Support for Emotional and Motivational Aspects of Learning;83
6.2.4.1;Affect-Sensitive Instructional Strategies;84
6.2.4.2;Induction of Emotions That Are Conducive to Learning;85
6.2.4.3;Multichannel Affect Detection and Response;85
6.2.5;Support for Metacognitive Aspects of Learning;87
6.2.5.1;Affect-Sensitive Acquisition of Learning Strategies;87
6.2.5.2;Metacognitive Tools and Self-Regulation;88
6.2.6;Conclusion;88
6.2.7;References;90
6.3;Chapter 6: Gaze-Based Attention-Aware Cyberlearning Technologies;95
6.3.1;Introduction;95
6.3.2;Attention During Learning;97
6.3.3;Attention-Aware Learning Technologies;99
6.3.3.1;Example 1: Addressing Inattention During Multimedia Learning;99
6.3.3.1.1;Gaze-Sensitive Intervention;99
6.3.3.1.2;Validation Study;100
6.3.3.2;Example 2: Mitigating Mind Wandering During Computerized Reading;101
6.3.3.2.1;Mind Wandering Detection and Intervention;101
6.3.3.2.2;Validation Study;102
6.3.3.2.3;Next Steps;103
6.3.3.3;Example 3: From the Lab to the Wild: Attention-Aware Guru;104
6.3.3.3.1;Guru;104
6.3.3.3.2;Mind Wandering Detection;105
6.3.3.3.3;Mind Wandering Intervention;106
6.3.4;Conclusion;107
6.3.5;References;108
6.4;Chapter 7: Using Motion Capture Technologies to Provide Advanced Feedback and Scaffolds for Learning;114
6.4.1;Introduction;114
6.4.2;Embodied Cognition and Learning;116
6.4.3;Feedback for Learning;118
6.4.4;Using Motion Capture Technologies to Scaffold Expertise and Reflective Feedback;120
6.4.5;Defined Feedback Loops for Motion Capture;124
6.4.6;Conclusions and the Future Directions;125
6.4.7;References;125
6.5;Chapter 8: Virtual School Environments for Neuropsychological Assessment and Training;129
6.5.1;Introduction;130
6.5.2;Computer Automated (2D) Assessment of Attentional Processing;131
6.5.2.1;Computerized Continuous Performance Tests;131
6.5.2.2;Computerized Stroop Tests;133
6.5.3;Lack of Ecological Validity;134
6.5.4;Potential of Virtual Environments;136
6.5.5;Virtual Classroom Paradigm;137
6.5.5.1;Limitations of Traditional Virtual Classroom Assessment Approaches;137
6.5.6;Virtual School Environment: Intelligent Virtual Teacher and Students;150
6.5.6.1;Virtual School Battery of Neuropsychological Measures;150
6.5.6.2;Virtual Human Teacher for Social Orienting;151
6.5.6.3;Virtual Hallway;152
6.5.6.4;Virtual Playground;153
6.5.7;Application of Virtual Classrooms in School Environment;155
6.5.8;Conclusions;156
6.5.9;References;157
7;Part III: Policies and Praxes;164
7.1;Chapter 9: Implications of Social Neuroscience for Learning Technology Research and Development;165
7.1.1;Introduction;165
7.1.2;Social Neuroscience and Learning Technology;167
7.1.2.1;Social Robots and Learning;167
7.1.2.2;Collaborative Serious Games;168
7.1.3;CPS: The Assessment Challenge;169
7.1.3.1;The ATC21S Assessment Framework and Implementation;169
7.1.3.2;The PISA 2015 Assessment of CPS;171
7.1.3.3;The Challenge of Assessing CPS and Neuroscience Research;172
7.1.4;CPS: The Learning Challenge;172
7.1.4.1;How Does the Social Brain Develop?;174
7.1.4.2;What Are the Conditions Underpinning Productive CPS?;174
7.1.5;Learning Technology Research and Development for CPS;175
7.1.5.1;Games for Motivating Engagement and Attentional Focus;175
7.1.5.2;Serious Games Simulating Authentic Contexts for Learning;176
7.1.6;Looking into the Future;177
7.1.7;References;178
7.2;Chapter 10: Cross-Sectional Studies Investigating the Impacts of Background Sounds on Cognitive Task Performance;181
7.2.1;Introduction;181
7.2.2;Literature and Theoretical Framework;182
7.2.2.1;Task Productivity While Listening to Background Music;182
7.2.2.2;Arousal-Mood Hypothesis;183
7.2.2.3;The Role of Attention;183
7.2.2.4;Auditory Distractions;184
7.2.3;Our Studies;185
7.2.3.1;Study #1;187
7.2.3.2;Study #2;187
7.2.3.3;Study #3;188
7.2.3.4;Study #4;189
7.2.3.5;Study #5;192
7.2.4;Discussions and Future Directions;192
7.2.5;References;196
7.3;Chapter 11: Neuroethics in Educational Technology: Keeping the Brain in Mind When Developing Frameworks for Ethical Decision-Making;199
7.3.1;Introduction;199
7.3.2;Ethics in Educational Technology;200
7.3.3;Perspectives from the Neurosciences on Cyberlearning Technologies;201
7.3.4;Extended Cognition;202
7.3.5;Technologies of the Student’s Extended Mind;204
7.3.6;Neuroethical Issues for Technologies Extending the Student’s Mind;205
7.3.7;Cognitive Enhancement;208
7.3.8;Conclusions;209
7.3.9;References;210
8;Author Index;214
9;Subject Index;226