Exploring the Relationship Between Perceived Mental Effort and Cerebral Blood Flow During Learning with Digital Media

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dc.contributor.authorLoftus, Jay
dc.contributor.authorJacobsen, Michele
dc.contributor.authorWilson, Tim
dc.date.accessioned2023-03-06T18:28:48Z
dc.date.available2023-03-06T18:28:48Z
dc.date.issued2017-04-30
dc.descriptionResearch posteren_US
dc.description.abstractDetermining the meaning or relevance of effort or exertion is a challenging endeavor for any field. The present research examined the relationship between a learner’s perceived level of mental exertion and the corresponding physiological responses. For the present study we measured physiological responses of cerebral blood velocity in the right middle cerebral artery, as well as respiration changes via measurement of end-tidal CO2 during learning tasks using static and dynamic images. The results from the present study show an overall difference in perceived mental effort between high and low spatial ability learners during learning with different types of digital media. Results suggest that there is an effect occurring between perceived mental effort and physiological response based on spatial ability. Patterns emerging from this research may be indicative of the need for a wider field of measurement in the brain. This study contributes to the understanding of cognitive load theory and the impact of digital learning materials on the learner. The use of subjective rating scales is strengthened with the inclusion of physiological data. We have also contributed to the development of theorizing how high and low spatial ability brains function during learning. Our results would help future studies that use more advanced neuroimaging make conclusions about what they may discover. Our results help to support the justification for using more advanced and costly methods as we have demonstrated the potential for some interaction occurring based on learner spatial ability.en_US
dc.identifier.citationLoftus, J., Jacobsen, M., & Wilson, T. (April 30, 2017). Exploring the Relationship Between Perceived Mental Effort and Cerebral Blood Flow During Learning with Digital Media [poster presentation]. 2017 AERA Annual Meeting, San Antonio, Texas.en_US
dc.identifier.doihttps://doi.org/10.3102/1182219en_US
dc.identifier.urihttp://hdl.handle.net/1880/115902
dc.identifier.urihttps://doi.org/10.11575/PRISM/46323
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.institutionWestern Universityen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0en_US
dc.subjectDigital Mediaen_US
dc.subjectLearning technologiesen_US
dc.subjectCognitive load theoryen_US
dc.subjectSpatial abilityen_US
dc.subjectMedical educationen_US
dc.subjectDynamic Learning Tasksen_US
dc.titleExploring the Relationship Between Perceived Mental Effort and Cerebral Blood Flow During Learning with Digital Mediaen_US
dc.title.alternativeAmerican Educational Research Association (AERA)en_US
dc.typeconference posteren_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelGraduateen_US
ucalgary.scholar.levelFacultyen_US
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