Abstract
The current study examined synchronous psychophysiological monitoring across a tutor and tutee during a spatial reasoning video game, Tetris®. We hypothesized that increased synchrony across tutor-tutee would correlate with increased performance (i.e. increased learning. A teaming platform enabled simultaneous electroencephalogram (EEG) and electrocardiogram (ECG) acquisition for the tutor-tutee dyad throughout the gaming sessions, using the B-Alert® X10 EEG system (Advanced Brain Monitoring, Inc, Carlsbad, CA). A sample of n = 15 healthy participants as tutees with a single tutor across all dyads completed the protocol with each tutee playing 3 rounds of Tetris®. Initial results indicate small, significant, correlations in psychophysiological metrics that increased with experience. Exploratory stepwise regressions found the correlations explained more variance in performance than individual tutee/tutor psychophysiological metrics. These data imply that synchrony on a psychophysiological level between tutor and tutee impact tutee performance. Further examination of more complex synchrony metrics is required.
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Stone, B., Skinner, A., Stikic, M., Johnson, R. (2014). Assessing Neural Synchrony in Tutoring Dyads. In: Schmorrow, D.D., Fidopiastis, C.M. (eds) Foundations of Augmented Cognition. Advancing Human Performance and Decision-Making through Adaptive Systems. AC 2014. Lecture Notes in Computer Science(), vol 8534. Springer, Cham. https://doi.org/10.1007/978-3-319-07527-3_16
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DOI: https://doi.org/10.1007/978-3-319-07527-3_16
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