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Session Type: Paper Session
This session tackles novel questions arising that the nexus between educational technologies, neuroscience, and education. We will systematically tackle new insights into questions that were hardly conceivable a decade ago. What myths about neuroscience carry on like zombies throughout our on-line learning communities despite concerted efforts to finish them off? How does challenging the mind of an individual with ADHD via systematic educational technology challenges impact brain mechanisms? How does a teacher's presence impact the neural events in on-line learning How can pervasive wearable technologies reveal connections between the mind and brain in naturalistic classrooms?
International Study: Prevalence of Neuromyths in Higher Education Instruction and Instructional Design - Kristen Betts, Drexel University; Tracey Noel Tokuhama-Espinosa, Harvard University Extension School; Toni A. Sondergeld, Drexel University; Jill Buban, Online Learning Consortium; Cynthia Borja, Universidad de Las Américas - Quito; Tamara Galoyan, University of Utah; Brian Delaney, Drexel University
Using Learning Study to Introduce Teachers to Neuroscience - Joshua Johnstone Amiel, Abbotsford Public School; Yuen Sze Michelle Tan, The University of British Columbia; Kwesi Yaro, The University of British Columbia
Neural and Behavioral Effects of Working Memory Training in Adult Attention Deficit Hyperactivity Disorder: A Randomized Controlled Trial - Steven Woltering, Texas A&M University - College Station; Chao Gu, Texas A&M University - College Station; Zhongxu Liu, Baycrest Center; Rosemary Tannock, University of Toronto
Wearable Neurophysiological Recordings in Middle School Classroom Correlate With Students' Academic Performance - Fei Qin, Tsinghua University; Bo Liu, Tsinghua University; Xuan Qi, Tsinghua University; Yingying Zhao, Tsinghua University; Yu Zhang, Tsinghua University; Dan Zhang, Tsinghua University
Investigating Cognitive Dynamics in Videos With and Without Instructor Presence - Jiahui Wang, Kent State University; Pasha Antonenko, University of Florida; Andreas Keil, University of Florida; Kara M. Dawson, University of Florida; Carole R. Beal, University of Florida; Matthew H. Schneps, University of Massachusetts - Boston