Next Article in Journal
Suicidal Offenders and Non-Offenders with Schizophrenia Spectrum Disorders: A Retrospective Evaluation of Distinguishing Factors Using Machine Learning
Previous Article in Journal
Prediction of Mortality in Geriatric Traumatic Brain Injury Patients Using Machine Learning Algorithms
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Brain Sciences
Volume 13
Issue 1
10.3390/brainsci13010095
brainsci-logo
Submit to this Journal Review for this Journal Propose a Special Issue
► Article Menu

Article Menu

share Share announcement Help format_quote Cite question_answer Discuss in SciProfiles
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Article

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

by
Ilaria Simonetti
1,2,†,
Luca Tamborra
1,2,†,
Andrea Giorgi
1,2,
Vincenzo Ronca
1,2,
Alessia Vozzi
1,2,
Pietro Aricò
2,
Gianluca Borghini
2,3,
Nicolina Sciaraffa
2,
Arianna Trettel
2,
Fabio Babiloni
2,3,4,
Manuel Picardi
5 and
Gianluca Di Flumeri
2,3,*
1
Department of Anatomical, Histological, Forensic and Orthopedic Sciences, Sapienza University of Rome, 00161 Rome, Italy
2
BrainSigns srl, 00198 Rome, Italy
3
Laboratory of Industrial Neuroscience, Department of Molecular Medicine, Sapienza University of Rome, 00161 Rome, Italy
4
School of Computer Science and Technology, Hangzhou Dianzi University, Hangzhou 310018, China
5
IlTergicristallo.it, c/o UNASCA, 00194 Rome, Italy
*
Author to whom correspondence should be addressed.
†
These authors contributed equally to this work.
Brain Sci. 2023, 13(1), 95; https://doi.org/10.3390/brainsci13010095
Submission received: 23 November 2022 / Revised: 28 December 2022 / Accepted: 29 December 2022 / Published: 3 January 2023
(This article belongs to the Section Educational Neuroscience)
Browse Figures
Review Reports Versions Notes

Abstract

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

Share and Cite

MDPI and ACS Style

Simonetti, I.; Tamborra, L.; Giorgi, A.; Ronca, V.; Vozzi, A.; Aricò, P.; Borghini, G.; Sciaraffa, N.; Trettel, A.; Babiloni, F.; et al. Neurophysiological Evaluation of Students’ Experience during Remote and Face-to-Face Lessons: A Case Study at Driving School. Brain Sci. 2023, 13, 95. https://doi.org/10.3390/brainsci13010095

AMA Style

Simonetti I, Tamborra L, Giorgi A, Ronca V, Vozzi A, Aricò P, Borghini G, Sciaraffa N, Trettel A, Babiloni F, et al. Neurophysiological Evaluation of Students’ Experience during Remote and Face-to-Face Lessons: A Case Study at Driving School. Brain Sciences. 2023; 13(1):95. https://doi.org/10.3390/brainsci13010095

Chicago/Turabian Style

Simonetti, Ilaria, Luca Tamborra, Andrea Giorgi, Vincenzo Ronca, Alessia Vozzi, Pietro Aricò, Gianluca Borghini, Nicolina Sciaraffa, Arianna Trettel, Fabio Babiloni, and et al. 2023. "Neurophysiological Evaluation of Students’ Experience during Remote and Face-to-Face Lessons: A Case Study at Driving School" Brain Sciences 13, no. 1: 95. https://doi.org/10.3390/brainsci13010095

APA Style

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. (2023). Neurophysiological Evaluation of Students’ Experience during Remote and Face-to-Face Lessons: A Case Study at Driving School. Brain Sciences, 13(1), 95. https://doi.org/10.3390/brainsci13010095

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop