The Relationship between Perceived Authenticity and Cognitive Engagement: Using Functional Near-Infrared Spectroscopy (fNIRS) Measurements

• In Event: Computational Thinking and Cognitive Skill Development

Abstract

This study examines the relationship between learners’ perceived authenticity and cognitive engagement across four learning phases: reading, introductory video, virtual simulation, and debriefing. A mixed-methods design was employed, combining functional near-infrared spectroscopy (fNIRS) to measure real-time cognitive engagement with semi-structured interviews to assess perceived authenticity. Findings revealed significant variations across phases, with the virtual simulation eliciting the highest engagement. A strong positive correlation was found between perceived authenticity and physiological cognitive engagement using Kendall’s Tau analysis (r = 0.76, p < 0.001). These results underscore the importance of integrating multidimensional Authentic Learning Activities to promote deeper cognitive engagement. The study offers evidence-based recommendations for designing authentic learning environments that effectively enhance engagement and support meaningful learning outcomes.

Authors

• Haotian Yang, University of Georgia

• Ikseon Choi, Emory University

• Richard Lamb, University of Georgia