Brain activity during traditional textbook and audiovisual-3D learning
Mostra el registre complet Registre parcial de l'ítem
- dc.contributor.author Pujol Martí, Jesús, 1981-
- dc.contributor.author Blanco Hinojo, Laura, 1981-
- dc.contributor.author Martínez-Vilavella, Gerard
- dc.contributor.author Canu-Martín, Lucila
- dc.contributor.author Pujol, Anna
- dc.contributor.author Pérez Solá, Victor
- dc.contributor.author Deus, Joan
- dc.date.accessioned 2019-11-19T07:54:30Z
- dc.date.available 2019-11-19T07:54:30Z
- dc.date.issued 2019
- dc.description.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.
- dc.format.mimetype application/pdf
- dc.identifier.citation Pujol J, Blanco-Hinojo L, Martínez-Vilavella G, Canu-Martín L, Pujol A, Pérez-Sola V. et al. Brain activity during traditional textbook and audiovisual-3D learning. Brain Behav. 2019 Oct;9(10):e01427. DOI 10.1002/brb3.1427
- dc.identifier.doi http://dx.doi.org/10.1002/brb3.1427
- dc.identifier.issn 2162-3279
- dc.identifier.uri http://hdl.handle.net/10230/42885
- dc.language.iso eng
- dc.publisher Wiley
- dc.rights Copyright © 2019 The Authors. Brain and Behavior published by Wiley Periodicals, Inc. This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
- dc.rights.accessRights info:eu-repo/semantics/openAccess
- dc.rights.uri http://creativecommons.org/licenses/by/4.0/
- dc.subject.keyword Education
- dc.subject.keyword Functional MRI
- dc.subject.keyword Learning
- dc.subject.keyword Memory
- dc.subject.keyword Prefrontal cortex
- dc.title Brain activity during traditional textbook and audiovisual-3D learning
- dc.type info:eu-repo/semantics/article
- dc.type.version info:eu-repo/semantics/publishedVersion