Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Neurophysiological Evaluation of Students’ Experience during Remote and Face-To-Face Lessons. A Case Study at Driving School

Ilaria Simonetti
,
Luca Tamborra
ORCID logo ,
Andrea Giorgi
,
Vincenzo Ronca
ORCID logo ,
Alessia Vozzi
ORCID logo ,
Pietro Aricò
ORCID logo ,
Gianluca Borghini
ORCID logo ,
Nicolina Sciaraffa
,
Arianna Trettel
,
Fabio Babiloni
ORCID logo ,
Manuel Picardi
,
Gianluca Di Flumeri
* ORCID logo
Version 1 : Received: 23 November 2022 / Approved: 25 November 2022 / Online: 25 November 2022 (02:40:05 CET)

A peer-reviewed article of this Preprint also exists.

Simonetti, I.; Tamborra, L.; Giorgi, A.; Ronca, V.; Vozzi, A.; Aricò, P.; Borghini, G.; Sciaraffa, N.; Trettel, A.; Babiloni, F.; Picardi, M.; Di Flumeri, G. Neurophysiological Evaluation of Students’ Experience during Remote and Face-to-Face Lessons: A Case Study at Driving School. Brain Sci. 2023, 13, 95. Simonetti, I.; Tamborra, L.; Giorgi, A.; Ronca, V.; Vozzi, A.; Aricò, P.; Borghini, G.; Sciaraffa, N.; Trettel, A.; Babiloni, F.; Picardi, M.; Di Flumeri, G. Neurophysiological Evaluation of Students’ Experience during Remote and Face-to-Face Lessons: A Case Study at Driving School. Brain Sci. 2023, 13, 95.

Abstract

Nowadays, fostered by technological progress and contextual circumstances such as economic crisis and pandemic restrictions, remote education is living a growing deployment. However, this growth generated widespread doubts about the actual effectiveness of remote/online compared to face-to-face education. The present study aimed at comparing face-to-face and remote education through a multimodal neurophysiological approach. It involved forty students at a driving school, during a real classroom, experiencing both the modalities. Wearable devices to measure brain, ocular, heart and sweating activities were employed in order to analyse the students’ neurophysiological signals to obtain insights about their cognitive dimension. In particular, four parameters were considered, the Eye Blink Rate, the Heart Rate and its Variability and the Skin Conductance Level. Also, the students filled a questionnaire at the end to obtain an explicit measure of their learning performance. Data analysis showed a higher cognitive activity, in terms of attention and mental engagement, in presence with respect to remote modality. On the other hand, students by remote felt more stressed, in particular during the first part of the lesson. Analysis of questionnaires demonstrated worst performance by remote, thus suggesting a common “disengaging” behaviour when attending remote courses, thus undermining their effectiveness. In conclusion, neuroscientific tools could help to obtain insights about mental concerns, often «blind», such as attentional decreasing and stress increasing, as well as their dynamics during the lesson itself, so allowing to define proper countermeasures to emerging issues when introducing new practices into daily life.

Keywords

Neuroscience; Education; Learning; Brain activity; Heart activity; Skin Conductance; Neuroimaging; Wearable devices

Subject

Social Sciences, Behavior Sciences

Copyright: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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