Please enable JavaScript.
Coggle requires JavaScript to display documents.
OPPORTUNITIES AND LIMITATIONS OF MOBILE NEUROIMAGING TECHNOLOGIES IN…
OPPORTUNITIES AND LIMITATIONS OF MOBILE NEUROIMAGING TECHNOLOGIES IN EDUCATIONAL NEUROSCIENCE
1) INTRODUCTION
What is Real-World Neuroscience?
Cognitive and social skills developed in a
real-world complexity
are difficult to mimic in lab experiments
Problems with an
ecological validity
difficult to define
The Continuum of Real-World Neuroscience
Practical examples
of neural processes associated with real-world stimuli
Cantlon
and use of more naturalistic stimuli to study relationship between IPS and numerical processing
Oku & Sato
and study relationship between PFC and quiz accuracy related to astronomy (using
virtual reality
)
Necessity to adopt a
cyclical model
based on three-stage
(1) Controlled lab-based experiments
(2) Seminaturalistic research
(3) Fully naturalistic study
Mobile Neuroimaging
Let
bringing
the
lab
to the
real world
(freely moving and continuously acquiring data)
portable fMRI and EEG
Necessity of trade-offs with
experimental control
Traditional laboratory-based methods
and their limitations in ecological validity and generalizability
Derived the necessity of
Real-world neuroscience methods
2) CURRENT STATE OF AFFAIRS
Lab Paradigms in Mobile Labs
Possibility to bring the experiment
everywhere
and with
everyone
(also who can't go to the lab)
Lab Paradigms in Naturalistic Settings
EEG Investigations
Possibility to study the
ERP
(like P300) outside the laboratory
Comparison between outdoor condition and sitting condition (for the
validity
)
P300
amplitudes is
reduced outdoor
(more distractors or incresed processing demands in real-life scenarios)
Trade-off between
higher-quality research
-grade gel-based mobile systems and
consumer-grade systems
Financial investment VS Data quality
Using of
transparent EEG
to increase realism and comfort (incresed number of data)
Persists some
limitations
, such using same stimuli and task of lab-environment
fNIRS Investigations
Let us to have simultaneous measurement in
multiple
brain regions
Used in
motor-cognitive dual task
while people freely move
Limiting artifacts derived by
body movements
but there are strategies to minimized them
Online Paradigms in Educational Technology
Online learning environments
are valid, increasingly used and arising ethical discussion (such as a difficult interpretation of the data (need to be more skeptic about that)
Example
in using mobile EEG to study the state of attention in Chinese speakers in an online English course
Naturalistic Paradigms in Naturalistic Settings
Hyperscanning
What Can We Learn from these Naturalistic Hyperscanning Studies?
Brain-to-brain synchrony could
benefit
educational research
and classroom can be a place of
real-world neuroscience experiments
Necessity to balance
ecological validity
and
experimental control
Dikker et al. experiment
, obliging children to remain seated and minimizing head movement determines less naturalistic teaching
Advances in
artifact identification
can be a solution
Possibility to study
brain activity simultaneously
recorded and related to
dynamic social exchanges
Dikker et. al example
about relationship between brain-to-brain synchrony and teaching style and individual differences of students (relationship between teacher and students)
Difficult to understand if the datas are derived from
low-level processing
or
higher-order processing
(for example shared attention)
Shared attention hypothesis is not demonstrated, but it's demonstrated the
relationship
between
brain-to-brain synchrony
and
learning
(memory study for example)
With mobile technologies, we can design
naturalistic paradigms
that consider the multidimensionality, imprevedibility and unstructurability of
real-world variables
It's difficult to
isolate
the
cognitive processes
, but we can study them in a segmentated way
For example, it's impossible
isolating ERP
(lab-based EEG research) but there is possibility to analyze spontaneous events in real-world learning situations
Sometimes
incompatibility
with
behavioural datas
, this demonstrates its unique contribute
Necessity to have a greater
expertise
about the
real-word learning
(transdisciplinarity with educators
3) REFLECTION AND WAYS FORWARD
Overpromising
Avoiding
the
excessive optimism
that doesn't consider limitations of mobile techniques
Mobile technologies are a
part
of
research cycle
, they don't replace the lab research
Brain Data: Commercial (Mis)Use
Brain companies promote technologies than
improve
workplace productivity
and
academic achievement
Lack of empirical datas
They believe to accurately interpret in small outputs brain signals but it's not possible
Problems with privacy and consensus
Necessity of
rigorous evaluation
of
neurotechnologies
(especially when they reguard vulnerable population)
Expecially for political purpose of considering
brain
as a
biopolitical resource
to optimize
Conclusion and Future Directions
Improving the
transdisciplinary approach
of neuroscience and other sciences toward education
Promoting
reflexive practices
to safeguard ethical issues (in particular for commercial applications
Improving practices like
pre-registration
so also mobile studies can
improve
their
theoretical grounding