Gad Touchan’s research while affiliated with York College, City University of New York and other places

What is this page?


This page lists works of an author who doesn't have a ResearchGate profile or hasn't added the works to their profile yet. It is automatically generated from public (personal) data to further our legitimate goal of comprehensive and accurate scientific recordkeeping. If you are this author and want this page removed, please let us know.

Publications (2)


Figure 1: ISC is highly modulated by attention in response to educational videos. Inter-subject correlation (ISC) values for each subject (connected by a line) for each video while they either attending to (A) or were distracted from (D) the video's content. ISC can discern attentional state in both the intentional and incidental conditions. Each video is portrayed in a different color (see Methods for video descriptions).
Figure 2: ISC predicts test performance for educational videos. A & B: Inter-subject correlation (ISC) and performance on the post-test (Score [%]) for all subject and all videos. Each point represents an individual's ISC and test score for one of the five videos in either the intentional (A) or incidental (B)
Neural engagement with online educational videos predicts learning performance for individual students
  • Preprint
  • File available

June 2018

·

219 Reads

·

2 Citations

·

·

Gad Touchan

·

[...]

·

Online educational materials are largely disseminated through videos, and yet there is little understanding of how these videos engage students and fuel academic success. We hypothesized that components of the electroencephalogram (EEG), previously shown to reflect video engagement, would be predictive of academic performance in the context of educational videos. Two groups of subjects watched educational videos in either an intentional learning paradigm, in which they were aware of an upcoming test, or in an incidental learning paradigm, in which they were unaware that they would be tested. “Neural engagement” was quantified by the inter-subject correlation (ISC) of the EEG that was evoked by the videos. In both groups, students with higher neural engagement retained more information. Neural engagement also discriminated between attentive and inattentive video viewing. These results suggest that this EEG metric is a marker of the stimulus-related attentional mechanisms necessary to retain information. In the future, EEG may be used as a tool to design and assess online educational content.

Download

Neural engagement with online educational videos predicts learning performance for individual students

June 2018

·

138 Reads

·

108 Citations

Neurobiology of Learning and Memory

Online educational materials are largely disseminated through videos, and yet there is little understanding of how these videos engage students and fuel academic success. We hypothesized that components of the electroencephalogram (EEG), previously shown to reflect video engagement, would be predictive of academic performance in the context of educational videos. Two groups of subjects watched educational videos in either an intentional learning paradigm, in which they were aware of an upcoming test, or in an incidental learning paradigm, in which they were unaware that they would be tested. "Neural engagement" was quantified by the inter-subject correlation (ISC) of the EEG that was evoked by the videos. In both groups, students with higher neural engagement retained more information. Neural engagement also discriminated between attentive and inattentive video viewing. These results suggest that this EEG metric is a marker of the stimulus-related attentional mechanisms necessary to retain information. In the future, EEG may be used as a tool to design and assess online educational content.

Citations (1)


... Higher levels of inter-subject correlations are generally related to higher degrees of attentional engagement. For instance, individuals with higher inter-subject correlations answer more questions about the presented stimuli correctly [6,7], inter-subject correlations are higher when actively attending a stimulus than when focusing attention inward on a mental arithmetic task during stimulus presentation [8,9] and intersubject correlations are particularly increased during moments in time that are expected to be engaging to the audience [10]. ...

Reference:

Monitoring audience engagement using electrodermal activity during an inaugural lecture
Neural engagement with online educational videos predicts learning performance for individual students
  • Citing Article
  • June 2018

Neurobiology of Learning and Memory