Experiences and practices in blended learning environment

Horvat, Tanja; Alajbeg, Trpimir; Predanic, S.

doi:10.1109/mipro.2015.7160409

Cited by 9 publications

(4 citation statements)

References 1 publication

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“…Adding moving pictures should increase immersion and saliency of the stimuli thereby affecting emotions more strongly than static images [18]. In general, both images and films were shown to elicit behavioral and physiological emotional reactions (images [19,20]; films [21,22]). However, their repetitive presentation in block designs conflicts with an ecologically valid understanding in which emotions are characterized by their spontaneous and phasic nature.…”

Section: Introductionmentioning

confidence: 99%

Walk the Plank! Using mobile EEG to investigate emotional lateralization of immersive fear in virtual reality

Basbasse

Packheiser

Peterburs

et al. 2022

Preprint

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Most studies on emotion processing rely on the presentation of emotional images or films. However, this methodology lacks ecological validity, limiting the extent to which findings can generalize to emotion processing in the wild. More realistic paradigms using Virtual Reality (VR) may be better suited to investigate authentic emotional states and their neuronal correlates. This preregistered study examines the neuronal underpinnings of naturalistic fear, measured using mobile electroencephalography (EEG). Seventy five healthy participants entered a simulation in which they walked across a virtual plank which extended from the side of a skyscraper either 80 stories up (the negative condition) or at street level (the neutral condition). Subjective ratings showed that the negative condition induced feelings of fear and presence. Following the VR experience, subjects passively viewed negative and neutral images from the International Affective Picture system (IAPS) outside of VR. We compared frontal alpha asymmetry between the plank and IAPS task and across valence of the conditions. Asymmetry indices (AI) in the plank task revealed greater right-hemispheric lateralization during the negative VR condition, relative to the neutral VR condition and to IAPS viewing. Within the IAPS task, no significant asymmetries were detected, though AIs in the VR task and in the IAPS task were negatively correlated suggesting that stronger right-hemispheric activation in the VR task was associated with stronger left-hemispheric activation during the IAPS task. In summary, our findings indicate that immersive technologies such as VR can advance emotion research by providing more ecologically valid ways to induce emotion.

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Section: Introductionmentioning

confidence: 99%

Walk the Plank! Using mobile EEG to investigate emotional lateralization of immersive fear in virtual reality

Basbasse

Packheiser

Peterburs

et al. 2022

Preprint

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show abstract

“…This evidence could be interpreted from the perspective of the perceived stress levels, suggesting that, in the static condition, there was a lower perception of stress compared to the dynamic condition. In particular, the static image of the committee could have limited the implicit motor activation associated with simulating interpersonal dynamics, resulting in a greater sense of control and predictability, ultimately leading to better overall stress response regulation and the reduced perception of issues derived from dynamic variables [54]. Conversely, in the Dyn-DSST group, the exposure to real-life simulation videos could heighten the stress response as the participants need to adapt to new information, non-verbal cues, and real-life movements, thus reducing the overall predictability of the stimuli.…”

Section: Discussionmentioning

confidence: 99%

Sensorimotor Simulation’s Influence on Stress: EEG and Autonomic Responses in Digital Interviews

Balconi,

Angioletti,

Rovelli

2024

Brain Sciences

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This study explored the role of sensorimotor simulation in modulating the stress response in individuals exposed to stressful digital simulated interviews. Participants were assigned to two different versions of a Digital Social Stress Test: a simulated version with a dynamic–realistic examining committee (Dyn-DSST) and a version with a static examining committee (Stat-DSST). During interview preparation, behavioral indices reflecting stress regulation and resistance, response times, and electroencephalographic (EEG) and autonomic indices were collected. Higher regulation scores were found for the Stat-DSST group compared to the Dyn-DSST group, probably induced by the presence of limited external sensory input in time and space, perceived as less stressful. The EEG results revealed a distinct contribution of the low- and high-frequency bands for both groups. Dyn-DSST required greater cognitive regulation effort due to the presence of a continuous flow of information, which can enhance sensory and motor activation in the brain. The SCR increased in the Dyn-DSST group compared to the Stat-DSST group, reflecting greater emotional involvement in the Dyn-DSST group and reduced sensory stimulation in the static version. In conclusion, the results suggest that sensorimotor simulation impacts the stress response differently in dynamic interviews compared to static ones, with distinct profiles based on behavioral, EEG, and autonomic measures.

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“…Blended learning enabled more opportunities for providing learning resources [22]. The availability of requested material with easy access and the possibility of repeating the content any time ("24/7") is another advantage [19], [22], [23]. Furthermore, the option to contact the teacher directly and personally (eye-to-eye) in comparison to a pure e-learning program provides the opportunity that the participants can socialize face-to-face with the other participants of the blended learning program [23], [24].…”

Section: Blended Learningmentioning

confidence: 99%

“…The availability of requested material with easy access and the possibility of repeating the content any time ("24/7") is another advantage [19], [22], [23]. Furthermore, the option to contact the teacher directly and personally (eye-to-eye) in comparison to a pure e-learning program provides the opportunity that the participants can socialize face-to-face with the other participants of the blended learning program [23], [24]. Moreover, blended learning gives the possibility of improving the motivation of the participants and to promote the self-study of the participants [25], [26].…”

Section: Blended Learningmentioning

confidence: 99%

Clarification of the Training Requirements for Working on Electric Vehicles

Fechtner

Saes²,

Fechtner

et al. 2016

Int. J. Adv. Corp. Learn.

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The dwindling energy resources and the compliance of international climate protection goals lead to a rethink in the automobile sector. One result of this rethink is the increasing distribution of electric vehicles in the last years. This development includes a new challenge for the training sector. For example, the implementation of a high-voltage system into automobiles involves a new hazard potential for people, who work on electric vehicles. Therefore, the employees in the areas of vehicle repair trade, rescue services, towing services, and other relevant sectors need a good qualification for working on electric vehicles. On the one hand, a lot of specialized training programs have already been developed in the area of academic education. On the other hand, there is a great need of training programs for professionals (e.g. motor mechanics, firefighters). Hence, this paper clarifies the current requirements in the education sector and the new hazard potential by working on electric vehicles. Moreover, an approach for the development of a specialized training program for working on electric vehicles is presented in this paper as well. The focus of this training program is on the improvement of the learning process by a blended learning concept with an adaptive modular design.

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Experiences and practices in blended learning environment

Cited by 9 publications

References 1 publication

Walk the Plank! Using mobile EEG to investigate emotional lateralization of immersive fear in virtual reality

Walk the Plank! Using mobile EEG to investigate emotional lateralization of immersive fear in virtual reality

Sensorimotor Simulation’s Influence on Stress: EEG and Autonomic Responses in Digital Interviews

Clarification of the Training Requirements for Working on Electric Vehicles

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