Neural correlates of embodied STEM learning via technology among DHH ASL users
Streaming Media
Location
Gallaudet University - JSAC Multipurpose Room
Start Date
2-3-2024 10:00 AM
End Date
2-3-2024 10:30 AM
Description
Prior research shows that hands-on learning leads to greater sensorimotor cortex activation than passive learning, indicating deeper scientific concept comprehension [1]. Virtual Reality (VR) research suggests it can enhance learning through gamified experiences, increased presence, and self-efficacy. However, little is known about the learning experience in VR for individuals who are DHH individuals and experienced in ASL. Because ASL is a manual language that utilizes the visuospatial modality, it is considered an embodied language that engages sensorimotor cortex regions [2]. Furthermore, DHH ASL users have earlier and stronger sensorimotor responses when processing movement than hearing non-signers [3]. Our study explores how DHH ASL users process STEM content in hands-on VR learning.
Our experiment incorporates two learning environments: interactive VR and passive video-watching, to assess knowledge, motivation, and electroencephalography (EEG) neural responses. We focus on sensorimotor mu rhythm desynchronization for EEG analyses to explore embodied learning among DHH ASL users. The ongoing study will recruit 40 DHH adults for a chemistry reaction-balancing activity learned via VR (N=20) or video-watching (N=20). Assessment and EEG data will be collected before and after learning. This research is significant because it could show us how ASL influences cognitive processes in various learning contexts and enhances understanding of hands-on STEM education.
Recommended Citation
Leannah, Carly, "Neural correlates of embodied STEM learning via technology among DHH ASL users" (2024). Global Year of STEM Sign Language. 5.
https://ida.gallaudet.edu/global_STEM_signlanguage/STEM_signlanguagesummit/day_1/5
Neural correlates of embodied STEM learning via technology among DHH ASL users
Gallaudet University - JSAC Multipurpose Room
Prior research shows that hands-on learning leads to greater sensorimotor cortex activation than passive learning, indicating deeper scientific concept comprehension [1]. Virtual Reality (VR) research suggests it can enhance learning through gamified experiences, increased presence, and self-efficacy. However, little is known about the learning experience in VR for individuals who are DHH individuals and experienced in ASL. Because ASL is a manual language that utilizes the visuospatial modality, it is considered an embodied language that engages sensorimotor cortex regions [2]. Furthermore, DHH ASL users have earlier and stronger sensorimotor responses when processing movement than hearing non-signers [3]. Our study explores how DHH ASL users process STEM content in hands-on VR learning.
Our experiment incorporates two learning environments: interactive VR and passive video-watching, to assess knowledge, motivation, and electroencephalography (EEG) neural responses. We focus on sensorimotor mu rhythm desynchronization for EEG analyses to explore embodied learning among DHH ASL users. The ongoing study will recruit 40 DHH adults for a chemistry reaction-balancing activity learned via VR (N=20) or video-watching (N=20). Assessment and EEG data will be collected before and after learning. This research is significant because it could show us how ASL influences cognitive processes in various learning contexts and enhances understanding of hands-on STEM education.