Brain activity during traditional textbook and audiovisual‐3D learning

Abstract

Introduction Audiovisual educational tools have increasingly been used during the past years to complement and compete with traditional textbooks. However, little is known as to how the brain processes didactic information presented in different formats. We directly assessed brain activity during learning using both traditional textbook and audiovisual‐3D material. Methods A homogeneous sample of 30 young adults with active study habits was assessed. Educational material on the subject of Cardiology was adapted to be presented during the acquisition of functional MRI. Results When tested after image acquisition, participants obtained similar examination scores for both formats. Evoked brain activity was robust during both traditional textbook and audiovisual‐3D lessons, but a greater number of brain systems were implicated in the processing of audiovisual‐3D information, consistent with its multisource sensory nature. However, learning was not associated with group mean brain activations, but was instead predicted by distinct functional MRI signal changes in the frontal lobes and showed distinct cognitive correlates. In the audiovisual‐3D version, examination scores were positively correlated with late‐evoked prefrontal cortex activity and working memory, and negatively correlated with language‐related frontal areas and verbal memory. As for the traditional textbook version, the fewer results obtained suggested the opposite pattern, with examination scores negatively correlating with prefrontal cortex activity evoked during the lesson. Conclusions Overall, the results indicate that a similar level of knowledge may be achieved via different cognitive strategies. In our experiment, audiovisual learning appeared to benefit from prefrontal executive resources (as opposed to memorizing verbal information) more than traditional textbook learning.

Pengembangan Media Pendidikan Agama Islam Berbasis Neurosains Dalam Meningkatkan Higher Order Thinking Skill (HOTS)

“…Authors (Saifurrahman & Suyadi, 2019), (Hrp, 2014), (Kemenkes, 2016), (Ernanida, 2019a), (Waluyo, 2014), (Khalimah, 2015), (Lusiawati, 2017), (Chamidiyah, 2015), (Kahfi, 2020), (Kurniawan, 2016), (Hayati et al, 2017), (Pujol et al, 2019), (Kuo et al, 2014), (Wijaya, 2018), (Nursa et al, 2020) hardware (Purba & Al, 2020), that involve five senses, to deliver messages to students.…”

“…The brain activities do not work alone, but they interact with each other. Studies on learning media, neuroscience and Higher Order Thingking Skills have been widely carried out such as research conducted by (Saifurrahman & Suyadi, 2019), (Hrp, 2014), (Kemenkes, 2016), (Ernanida, 2019a), (Waluyo, 2014), (Khalimah, 2015), (Lusiawati, 2017), (Chamidiyah, 2015, (Kahfi, 2020), (Kurniawan, 2016), (Hayati et al, 2017), (Pujol et al, 2019), (Kuo et al, 2014), (Wijaya, 2018), and (Nursa et al, 2020). The learning media for Islamic education can be used to optimize the brain function as follows:…”

“…According to the research in (Pujol et al, 2019), he explained the same level of knowledge could be achieved through different cognitive strategies. Its study showed that learning using visual-audio media benefit prefrontal executive resources (as opposed to memorizing verbal information), which is better than using traditional books.…”

Efektivitas penyuluhan terhadap tingkat pengetahuan mencuci tangan siswa MTs Miftahul Ulum 2 Kubu Raya

“…4 Alat edukasi yang beberapa tahun terakhir semakin banyak digunakan adalah media audiovisual dan bersaing dengan textbook tradisional. 5 Salah satu media yang menyediakan informasi atau pesan secara audio dan visual adalah media audiovisual. Perkembangan teknologi yang semakin maju membuat pemakaian media audiovisual semakin terjangkau.…”

Student-Produced Guides alongside First-Year Medical Curriculum: How Peer-Produced Textbooks Change Student Success within Neurology, Cardiopulmonary, and Mixed Systems Courses

“…Online student-produced notes that imitate digital textbooks are regularly used, mimic near-peer teaching (teaching by older medical students), and have been shown to improve student outcomes 7,9,10 . Perhaps surprisingly, textbooks can be equally efficacious as newer audiovisual learning modalities 11 . Open-access (or free) textbooks are as efficacious as traditional pay-to-use textbooks as well 12,13 .…”