A Test Setting to Compare Spatial Awareness on Paper and in Virtual Reality Using EEG Signals

Goethem, Sander Van; Adema, Kimberly; Bergen, Britt van; Viaene, Emilia; Wenborn, Eva; Verwulgen, Stijn

doi:10.1007/978-3-030-20473-0_20

Cited by 4 publications

(2 citation statements)

References 9 publications

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“…In terms of their use in higher education, the University of South Australia found evidence to support the impact of real-time information overlay on learning using head-mounted displays [ 67 ]. EEG sensors were used in educational design programs, to assess brain activity through the wearable plug and play headset, combined with Oculus Rifts VR to conduct spatial assessments [ 68 ]. Emotiv EPOC ® EEG head-mounted gaming system Figure 5 A has been used in cognitive and brain science to measure brain activity in the Macquire University [ 69 ].…”

Section: Results and Discussionmentioning

confidence: 99%

Wearable Sensors for Learning Enhancement in Higher Education

Khosravi

Bailey

Parvizi

et al. 2022

Sensors

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Wearable sensors have traditionally been used to measure and monitor vital human signs for well-being and healthcare applications. However, there is a growing interest in using and deploying these technologies to facilitate teaching and learning, particularly in a higher education environment. The aim of this paper is therefore to systematically review the range of wearable devices that have been used for enhancing the teaching and delivery of engineering curricula in higher education. Moreover, we compare the advantages and disadvantages of these devices according to the location in which they are worn on the human body. According to our survey, wearable devices for enhanced learning have mainly been worn on the head (e.g., eyeglasses), wrist (e.g., watches) and chest (e.g., electrocardiogram patch). In fact, among those locations, head-worn devices enable better student engagement with the learning materials, improved student attention as well as higher spatial and visual awareness. We identify the research questions and discuss the research inclusion and exclusion criteria to present the challenges faced by researchers in implementing learning technologies for enhanced engineering education. Furthermore, we provide recommendations on using wearable devices to improve the teaching and learning of engineering courses in higher education.

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Section: Results and Discussionmentioning

confidence: 99%

Wearable Sensors for Learning Enhancement in Higher Education

Khosravi

Bailey

Parvizi

et al. 2022

Sensors

View full text Add to dashboard Cite

show abstract

“…In terms of their use in higher education, the University of South Australia found evidence to support the impact of real-time information overlay on learning using head-mounted displays [45]. EEG sensors were used in educational design programs, to assess brain activity through the wearable plug and play headset, combined with Oculus Rifts VR to conduct spatial assessments [46]. Emotiv EPOC® EEG head-mounted gaming system Fig.…”

Section: Categories Advantages Disadvantagesmentioning

confidence: 99%

Learning Enhancement in Higher Education with Wearable Technology

Khosravi¹,

Bailey²,

Parvizi³

et al. 2021

Preprint

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Wearable technologies have traditionally been used to measure and monitor vital human signs for well-being and healthcare applications. However, there is a growing interest in using and deploying these technologies to facilitate teaching and learning, particularly in a higher education environment. The aim of this paper is therefore to systematically review the range of wearable devices that have been used for enhancing the teaching and delivery of engineering curricula in higher education. Moreover, we compare the advantages and disadvantages of these devices according to the location in which they are worn on the human body. According to our survey, wearable devices for enhanced learning have mainly been worn on the head (e.g. eyeglasses), wrist (e.g. watches) and chest (e.g. electrocardiogram patch). In fact, among those locations, headworn devices enable better student engagement with the learning materials, improved student attention as well as higher spatial and visual awareness. We identify the research questions and discuss the research inclusion and exclusion criteria to present the challenges faced by researchers in implementing learning technologies for enhanced engineering education. Furthermore, we provide recommendations on using wearable devices to improve the teaching and learning of engineering courses in higher education.

show abstract