Design and validation of an electroencephalogram-supported approach to tracking real-time cognitive load variations for adaptive video-based learning

IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Leisi Pei, Morris Siu-Yung Jong, Junjie Shang, Guang Ouyang
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引用次数: 0

Abstract

Cognitive load is a critical internal state associated with learners' learning process and significantly influences learning outcomes. With the worldwide popularity of video-based learning (VBL), tracking real-time cognitive load variations becomes more and more important for the timely provision of adaptive learning support during the learning process. This study proposed and validated an electroencephalogram (EEG)-supported approach to tracking real-time cognitive load variations during continuous VBL. We recruited 108 healthy adult participants to watch a specially designed video lecture with a sequence of interconnected slides of equal length. EEG signals were continuously recorded throughout the session. The video lecture was designed with varying levels of content difficulty (ie, rated from 1 to 5) across slides and was narrated at three different speeds (ie, slow, normal and fast) to induce cognitive load variations. For each slide, the cognitive load was quantified using both subjective ratings (ie, self-reported difficulty) and an EEG-derived measure (ie, alpha power). Through linear mixed model analysis, we demonstrated the feasibility of using alpha power to track real-time cognitive load variations during the continuous VBL process after controlling the effect of mental fatigue. This study provides a foundation for developing learning enhancement technologies that enable the timely provision of adaptive learning support in VBL.

Practitioner notes

What is already known about this topic

  • Video-based learning has become a prevailing learning method for the current generation.
  • Tracking the internal learning state of learners is essential for the timely provision of adaptive learning support during the video-based learning process.
  • Cognitive load is a critical aspect of internal learning state.
  • While EEG has been proven to be valuable in assessing average cognitive load of a task, few studies have investigated the feasibility of utilizing EEG to track real-time cognitive load variations in a task.

What this paper adds

  • An EEG-supported approach was proposed to track real-time cognitive load variations in video-based learning.
  • A high consistency was found between subjective ratings and EEG-derived measure of cognitive load.
  • The presence of mental fatigue exerted a significant impact on EEG-derived measure of cognitive load.

Implications for practice and/or policy

  • Generative AI can be leveraged to facilitate mass production of lectures required in the approach.
  • Real-time tracking of cognitive load variations in video-based learning enables the timely provision of adaptive learning supports.
  • Additional research is warranted to mitigate the effect of mental fatigue on real-time tracking of cognitive load variations.

Abstract Image

Abstract Image

Abstract Image

设计和验证一种脑电图支持的方法来跟踪实时认知负荷变化,以适应基于视频的学习
认知负荷是与学习者学习过程相关的一种重要的内在状态,对学习效果有显著影响。随着基于视频的学习(VBL)在世界范围内的普及,实时跟踪认知负荷变化对于在学习过程中及时提供适应性学习支持变得越来越重要。本研究提出并验证了一种脑电图(EEG)支持的方法来跟踪连续VBL期间的实时认知负荷变化。我们招募了108名健康的成年参与者,让他们观看一段特别设计的视频讲座,其中包含一系列长度相等的相互关联的幻灯片。在整个过程中连续记录脑电图信号。视频讲座在幻灯片上设计了不同的内容难度等级(即从1到5级),并以三种不同的速度(即慢速,正常和快速)进行叙述,以诱导认知负荷变化。对于每张幻灯片,认知负荷都是通过主观评分(即自我报告的难度)和脑电图衍生的测量(即阿尔法功率)来量化的。通过线性混合模型分析,我们证明了在控制了精神疲劳的影响后,利用α功率实时跟踪连续VBL过程中认知负荷变化的可行性。本研究为学习增强技术的发展提供了基础,使VBL中的适应性学习支持能够及时提供。视频学习已经成为当代人的主流学习方法。在基于视频的学习过程中,跟踪学习者的内部学习状态对于及时提供适应性学习支持至关重要。认知负荷是内部学习状态的一个重要方面。虽然EEG已被证明在评估任务的平均认知负荷方面是有价值的,但很少有研究调查利用EEG跟踪任务中实时认知负荷变化的可行性。提出了一种支持脑电图的方法来跟踪基于视频的学习中的实时认知负荷变化。主观评分与脑电图衍生的认知负荷测量结果之间存在高度一致性。精神疲劳的存在对脑电图衍生的认知负荷测量有显著影响。对实践和/或政策的影响可以利用生成人工智能来促进该方法所需的讲座的大规模生产。实时跟踪基于视频的学习中的认知负荷变化,可以及时提供适应性学习支持。需要进一步的研究来减轻精神疲劳对实时跟踪认知负荷变化的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
British Journal of Educational Technology
British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.60
自引率
4.50%
发文量
111
期刊介绍: BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
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