The effects of biofeedback‐based stimulated recall on self‐regulated online learning: A gender and cognitive taxonomy perspective
Abstract
Previous studies posited the effectiveness of stimulated recall. However, few studies explored how SR is implemented in a relatively static context, for example, online self‐directed learning, or took human factors, for example, cognitive style and gender, into consideration in such a context. To fill this gap, the current study, aims to introduce biofeedback as a stimulus for learners to engage in retrospection regarding their learning behavior. A quasi‐experimental design study was carried out over a 12‐week set of EFL self‐regulated online reading activities. Pretest and posttest on reading performance and their cognitive taxonomy were assessed through a developed scale instrument, whereas physiological signal s (e.g., gazing duration, verbal fixation, and brain wave) were captured via eye‐tracking and electroencephalograph (EEG) technology. The results emphasized that (a) students' reading ability and cognitive hierarchy significantly improved through biofeedback stimulation. Moreover, (b) learners in single level‐one cognitive hierarchic groups had significant improvements in both cognitive abilities and reading comprehension, whereas learners in multilevel hierarchic groups had no significant enhancements. Finally, (c) the optical data results and EEG reports showed that males favor procedural feedback and females have a preference for a conclusive assessment.
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An additional source of data such as EEG could help to make a more accurate assessment of affection.
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Biofeedback mechanisms related to attention and emotional engagement help the AI system interactively adapt the instructional approach in real time.
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From Leveraging AI in E-Learning: Personalized Learning and Adaptive Assessment through Cognitive Neuropsychology—A Systematic Analysis (2024) · cites this paper as [207]
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- Authors
- Zhai, X., Fang, Q., Dong, Y., Wei, Z., Yuan, J., Cacciolatti, L., & Yang, Y.
- Affiliations
- Anhui Jianzhu University (CN)
- Beijing Normal University (CN)
- Shanghai Open University (CN)
- Anhui Sanlian University (CN)
- University of Westminster (GB)
- Corresponding author
- Dong, Yan
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2018-07-10
- Volume
- 34
- Issue
- 6
- Pages
- 775-786
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W2804697677
- Cited by
- 26
- References
- 47
- Citations by year
- 2026: 3 · 2024: 8 · 2023: 2 · 2022: 6 · 2021: 2 · 2020: 3 · 2019: 1 · 2018: 1
- FWCI
- 3.43
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Computer Assisted Learning (publishedVersion)
- WestminsterResearch (University of Westminster) (acceptedVersion)
- Funders
- University Natural Science Research Project of Anhui Province (SK2017A0015, SK2017ZD42, SK2015A632, 2015zdjy115)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Education › Online and Blended Learning
- Keywords
- stimulated recall, biofeedback, student self-regulation, online self-directed learning, gender differences, cognitive style, cognitive hierarchy, EFL reading, reading comprehension, eye tracking, EEG
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