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Analysis of Stress, Attention, Interest, and Engagement in Onsite and Online Higher Education: A Neurotechnological Study

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Title: Analysis of Stress, Attention, Interest, and Engagement in Onsite and Online Higher Education: A Neurotechnological Study
Language: English
Authors: Juárez-Varón, David (ORCID 0000-0003-3251-8851), Bellido-García, Isabel (ORCID 0000-0002-5665-8261), Gupta, Brij-B (ORCID 0000-0003-4929-4698)
Source: Comunicar: Media Education Research Journal. Jul 2023 31(76):21-33.
Availability: Grupo Comunicar Ediciones. Marina 8, Atico B - 21001 Huelva, Spain. Tel: 34-959-248480; e-mail: info@grupocomunicar.com; Web site: https://www.revistacomunicar.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Stress Variables, Attention, Learner Engagement, Interests, Online Courses, In Person Learning, Learning Processes, Cognitive Processes, Graduate Students, Emotional Experience, Distance Education, Psychological Patterns, Instructional Effectiveness
ISSN: 1134-3478
1988-3293
Abstract: The aim of this work is to register and analyse, using neurotechnology, in onsite onsite and online university educational context, the effect on relevant variables in the learning process. This represents an innovation in the current academic literature in this field. In this study, neuroscience technology has been used to measure the cognitive processing of stimuli designed for an academic experience in a university master's degree class. The neurotechnologies employed were galvanic skin response (GSR), electroencephalography (EEG) and eye tracking. After the analysis of the brain recordings, based on attention, interest, stress and engagement in an onsite educational context and their comparative analysis with the online monitoring, the results indicated that the levels of emotional intensity of the students who followed the class in person were higher than those who attended online. At the same time, the values of positive brain activity (attention, interest and engagement) were higher in the onsite group, and the negative variable stress was also higher, which could be explained by the fact that the online students did not activate the camera. The brain recordings of students who were distance learning show less interest and attention, as well as less emotional intensity, demonstrating that distance (online) learning is less effective than classroom learning, in terms of brain signals, for a theoretical university master's degree class.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1394824
Database: ERIC
FullText Links:
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  Data: Analysis of Stress, Attention, Interest, and Engagement in Onsite and Online Higher Education: A Neurotechnological Study
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  Data: <searchLink fieldCode="AR" term="%22Juárez-Varón%2C+David%22">Juárez-Varón, David</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3251-8851">0000-0003-3251-8851</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bellido-García%2C+Isabel%22">Bellido-García, Isabel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5665-8261">0000-0002-5665-8261</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gupta%2C+Brij-B%22">Gupta, Brij-B</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4929-4698">0000-0003-4929-4698</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Comunicar%3A+Media+Education+Research+Journal%22"><i>Comunicar: Media Education Research Journal</i></searchLink>. Jul 2023 31(76):21-33.
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  Data: Grupo Comunicar Ediciones. Marina 8, Atico B - 21001 Huelva, Spain. Tel: 34-959-248480; e-mail: info@grupocomunicar.com; Web site: https://www.revistacomunicar.com/
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Interests%22">Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Experience%22">Emotional Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: 1134-3478<br />1988-3293
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  Label: Abstract
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  Data: The aim of this work is to register and analyse, using neurotechnology, in onsite onsite and online university educational context, the effect on relevant variables in the learning process. This represents an innovation in the current academic literature in this field. In this study, neuroscience technology has been used to measure the cognitive processing of stimuli designed for an academic experience in a university master's degree class. The neurotechnologies employed were galvanic skin response (GSR), electroencephalography (EEG) and eye tracking. After the analysis of the brain recordings, based on attention, interest, stress and engagement in an onsite educational context and their comparative analysis with the online monitoring, the results indicated that the levels of emotional intensity of the students who followed the class in person were higher than those who attended online. At the same time, the values of positive brain activity (attention, interest and engagement) were higher in the onsite group, and the negative variable stress was also higher, which could be explained by the fact that the online students did not activate the camera. The brain recordings of students who were distance learning show less interest and attention, as well as less emotional intensity, demonstrating that distance (online) learning is less effective than classroom learning, in terms of brain signals, for a theoretical university master's degree class.
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  Data: EJ1394824
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 21
    Subjects:
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Interests
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Emotional Experience
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
    Titles:
      – TitleFull: Analysis of Stress, Attention, Interest, and Engagement in Onsite and Online Higher Education: A Neurotechnological Study
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