RT info:eu-repo/semantics/article
T1 Using Integrated Multimodal Technology: A Way to Personalise Learning in Health Science and Biomedical Engineering Students
A1 Sáiz Manzanares, María Consuelo
A1 Marticorena Sánchez, Raúl
A1 Escolar Llamazares, María del Camino
A1 González Díez, Irene
A1 Martín Antón, Luis Jorge
K1 Monitoring
K1 Learning
K1 Cognitive load
K1 Eye tracking
K1 Galvanic skin response
K1 Data fusion
K1 Educación
K1 Education
K1 Tecnología
K1 Technology
K1 Enseñanza superior
K1 Education, Higher
K1 Psicología
K1 Psychology
K1 Salud
K1 Health
K1 Informática
K1 Computer science
AB Monitoring the learning process during task solving through different channels will facilitate a better understanding of the learning process. This understanding, in turn, will provide teachers with information that will help them to offer individualised education. In the present study, monitoring was carried out during the execution of a task applied in a self-regulated virtual environment. The data were also analysed using data fusion techniques. The objectives were as follows: (1) to examine whether there were significant differences between students in cognitive load (biomarkers: fixations, saccades, pupil diameter, galvanic skin response—GSR), learning outcomes and perceived student satisfaction with respect to the type of degree (health sciences vs. engineering; and (2) to determine whether there were significant differences in cognitive load metrics, learning outcomes and perceived student satisfaction with respect to task presentation (visual and auditory vs. visual). We worked with a sample of 31 university students (21 health sciences and 10 biomedical engineering). No significant differences were found in the biomarkers (fixations, saccades, pupil diameter and GSR) or in the learning outcomes with respect to the type of degree. Differences were only detected in perceived anxiety regarding the use of virtual laboratories, being higher in biomedical engineering students. Significant differences were detected in the biomarkers of the duration of use of the virtual laboratory and in some learning outcomes related to the execution and presentation of projects with respect to the variable form of the visualisation of the laboratory (visual and auditory vs. visual). Also, in general, the use of tasks presented in self-regulated virtual spaces increased learning outcomes and perceived student satisfaction. Further studies will delve into the detection of different forms of information processing depending on the form of presentation of learning tasks.
PB MDPI
YR 2024
FD 2024
LK http://hdl.handle.net/10259/10270
UL http://hdl.handle.net/10259/10270
LA eng
NO Project “Voice assistants and artificial intelligence in Moodle: a path towards a smart university” SmartLearnUni. Call 2020 R&D&I Projects—RTI Type B. MINISTRY OF SCIENCE AND INNOVATION AND UNIVERSITIES. STATE RESEARCH AGENCY. Government of Spain, grant number PID2020-117111RB-I00”. Specifically, in the part concerning the application of multichannel eye tracking technology with university students and Project “Specialized and updated training on supporting advance technologies for early childhood education and care professionals and graduates” (eEarlyCare-T) grant number 2021-1-ES01-KA220-SCH-000032661 funded by the EUROPEAN COMMISSION. In particular, the funding has enabled the development of the e-learning classroom and educational materials.
DS Repositorio Institucional de la Universidad de Burgos
RD 14-mar-2025