http://neurolab.uqam.ca/

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Université du Québec à Montréal|uqam|http://www.uqam.ca/

NeuroLab


Recherche


neurolab@uqam.ca



bandeau neurolab

Étude de la transférabilité des méthodologies développées en en neuroergonomie du travail  à la recherche en éducation – le cas de l’effet de la contextualisation d’exercices de physique sur l’engagement des étudiants
Chercheur principal : Patrick Charland

Ce projet de recherche vise à évaluer la validité, en sciences de l'éducation, de nouvelles méthodologies développées en neuroergonomie, pour mesurer l'engagement de travailleurs dans diverses tâches. Ces tâches (conduire une voiture, manipuler une grue, etc.) étant de nature différente de celle d'un sujet qui apprend, il est pertinent de réaliser une étude quant à leur transférabilité. Comme contexte particulier lié à cette étude, le vaste champ de recherche de la motivation semble approprié, particulièrement celui de la motivation intrinsèque qui est moins documenté à cause de certaines difficultés rencontrées par les chercheurs utilisant des méthodologies traditionnelles. L'une des manières d'étudier la motivation intrinsèque d'apprenants consiste à l'aborder sous l'angle d'un concept corollaire, celui de l'engagement. Or, depuis peu des chercheurs provenant de divers champs, ont justement développé et validé des technologies de mesure et des algorithmes d'analyse de données neurophysiologiques capables de quantifier le degré engagement d'individus face à une tâche. Dans la problématique sociale du déclin documenté de l'intérêt des jeunes face aux sciences et technologie, cette étude pilote consiste plus spécifiquement, à vérifier si le fait de contextualiser de différentes façons des exercices de physique mécanique influence le degré d'engagement d'étudiantes et d'étudiants en physique au collégial et si la contextualisation engage différemment les étudiants selon leur sexe. Sur un échantillon de 24 sujets (12 étudiantes et 12 étudiants) des données neurophysiologiques du degré d'engagement des sujets seront collectées de cinq sources différentes (électroencéphalographie (EEG), reconnaissance faciale d'émotions (RF), suivi du mouvement des yeux (MY), activité électrodermale (AED) et rythme cardiaque (EKG) à travers un logiciel d'intégration des données. Diverses analyses statistiques permettront d'étudier le lien entre le degré d'engagement, les types d'exercice (contextualisé ou non) et le sexe des participants. Ce projet de recherche constitue les premières assises méthodologiques d'un programme de recherche permettant de quantifier diverses dimensions l’engagement dans l'apprentissage des sciences et technologie.

Development of academic self-regulation to support information literacy : A longitudinal multi-method investigation of the use of software promoting inquiry skills in grades 5 to 8 classrooms
Chercheur principal : Vivek Venkatesh

Too many middle-schoolers in Canada and other industrialized countries are unable to read and write at high levels. Furthermore, it is increasingly apparent that the nature of literacy is changing since the widespread scholastic use of the Internet. The proposed program of research investigates how late elementary and early secondary students' academic self-regulatory skills develop as they engage in the use of an interactive educational software tool, ISIS-21. ISIS-21 is a tool currently available to students and educators in Québec, without charge, to promote the teaching and learning of essential information literacy competencies.

To be effective citizens in a society rich in information, students need to learn skills which will allow them to locate and select appropriate information, to analyze that information critically, and to use it wisely. Skilled readers should not only have decoding and comprehension skills in familiar contexts but also the ability to interpret and to develop new understandings in far-ranging learning contexts and situations. With the demands growing from across society for information-literate and technologically competent citizens, there is a strong need for an educational program that emphasizes the information literacy skills so crucial to the processes of critical thinking, problem solving and academic self-regulation. Little is known however, on precisely how students use the cognitive and metacognitive skills associated with academic self-regulation to complete ill-structured academic tasks that include elements of information retrieval, problem-solving, and synthesis.

Our program of research will inform the design, development, and dissemination of ISIS-21 and other evidence-based educational software in Québec classrooms. It will help address the lack of evidence surrounding the components of self-regulation that young learners employ in the inquiry process as it relates to information literacy. Most importantly, the proposed action research will help strengthen existing partnerships with stakeholders within the Lester B. Pearson School Board (LBPSB) and English Montreal School Board (EMSB) classrooms and co-develop instructional practices in Québec classrooms which incorporate cutting-edge, evidence-based software to improve students' information literacy. Our research is all the more relevant in an era of increased use of social media within the participatory Web culture. Since our research is conducted in situ to explore teaching practices within computer laboratory-based classrooms and self-regulatory processes while students learn with novel software, the results have important advantages in ecological validity: this study is not decontextualized from actual classroom learning. The action research employed will be the first of its kind to map the relationships between teaching practices, academic performance and motivation in the context of middle-school learners using digital tools to support the development of self-regulation and inquiry skills.

Dynamics of affect and cognition in learning
Chercheur principal : Julien Mercier

The proposed study addresses three inter-related problems. Firstly, there is a paucity of research about the dynamic relationships between affect and cognition in learning (Immordino-Yang, 2011; Patten, 2011). Secondly, although scaffolding and feedback are reputedly the best way to foster learning (VanLehn, 2011), research and applications have mainly favored cognitive over affective components that might impact the learning process. Finally, cooperative modes of learning are not always producing anticipated learning gains, and these shortcomings could be lessened by a better understanding of inter-individual affective and cognitive processes and how they relate to learning (Stahl, 2013). In sum, attempts to self-regulate or to provide contingent help are beneficial, but nevertheless sub-optimal (Dunlosky & Rawson, 2012), because an integrated view of affect and cognition and how these processes determine learning is critically lacking at the moment (Patten, 2011).

To contribute solutions to these problems, the aim of this multi-method study is twofold: (1) to examine key affective and cognitive processes in dyads of undergraduate learners as they solve problems in physics and how they relate to the learning process and any gains in learning outcomes; and (2) to examine the impact of agency on dyads' functioning and learning. Using a computer-based serious game, Mecanika, dyads (of equivalent prior domain knowledge) will solve challenging physics problems on two topics that can be learned reasonably well in a maximum of two hours.

Engagement et conflit cognitif dans les processus de changements conceptuels en sciences
Chercheur principal : Patrice Potvin

À venir

Présence, flow et apprentissage dans des mondes virtuels
Chercheur principal : Julien Mercier

This project is about instituting a novel program of research in educational neuroscience concerned with the study and improvement of social modes of learning in virtual environments. The advantage in this approach, which involves an innovative superimposition of psychophysiological and behavioral data, is the derivation of a rich recording of affective and cognitive processes involved in learning, with an enhanced temporal grainsize, which includes information that cannot be easily verbalized or which interrupts the natural unfolding of events if obtained otherwise (for example using self-report measures). The objectives of this study are (1) to examine intra-individual and inter-individual affective and cognitive processes and their relation with learning in dyads of undergraduate learners as they learn about Greek pottery in a virtual 3D environment; (2) to examine the impact of agency (active or bystander) on dyads’ functioning and learning.

 

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