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Cardoso, K., & Zaro , M. A. (2024). Monitoring learning in nursing using the electroencephalogram and Intrinsic Motivation Inventory – IMI. International Journal of Psychological Research, 17(2), 76–83. https://doi.org/10.21500/20112084.7361
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Abstract
Abstract — The objectives of this study were to develop the Laboratory of Immersive Learning in Health and Nursing - LIASE, based on the main themes of biosafety in health, and to evaluate the learning process of undergraduate nursing students from a public federal university through portable Electroencephalogram (EEG) Emotiv Insight 2.0, observation, and Intrinsic Motivation Inventory. The present research contains a qualitative-quantitative, exploratory, and experimental methodology from a pilot virtual laboratory, developed in the Immersive Virtual World - IVW, represented in this study by Second Life - SL. The sample consisted of 17 students who agreed with the inclusion criteria of the study. Among them, 9 students had stable EEG signals. Those students were observed during the monitoring of brain activity by the EEG, and at the end of the proposed learning pathway, they filled out the Intrinsic Motivation Inventory. Intrinsic Motivation Inventory (IMI). The results were obtained through triangulation of the different collection instruments and the variables - Stress, Enthusiasm/Excitement, Engagement, Focus/attention, and Relaxation, measured and verified by the Emotiv algorithm's brain wave analysis, which algorithm which correspond to the metrics of brain performance.
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References
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Wang, Q.; Sourina, O. (2013). Real-time mental arithmetic task recognition from EEG signals. IEEE Transactions on Neural Systems and Rehabilitation Engineering, (21), 2, 225–232.
Xu, J.; Zhong, B. (2018). Review on portable EEG technology in educational research. Computers in Human Behavior, (81), 340-349.
Yang, X.; Li, Y. ; Wang, L.; Li, D. (2018). Development and Application of Nursing Operation Virtual Simulation Training System. In: International Conference on Engineering Simulation and Intelligent Control (ESAIC), 2018.
Zaro, M. A.; Arosat, R. M., Meireles, L. R .O., Marilda, S., AZEVEDO, A. (2010). Emergência da Neuroeducação: a hora e a vez da neurociência para agregar valor à pesquisa educacional. Ciências & Cognição, (15), 1, 199-210.
Bell, M. W. (2008). Rumo a uma definição de "mundos virtuais". Journal of Virtual Worlds Research, (1),1.
Cardoza, M. P. (2011). Neuroscience and simulation: An evolving theory of brain-based education. Clinical Simulation in Nursing, (7), 6, e205- e208.
Charland, P., Léger, P. M., Sénécal, S., Courtemanche, F., Mercier, J., Skelling, Y., Labonté-Lemoyne, E. (2015). Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective. J. Vis. Exp., (101), e52627J.
Corredor Camargo, J. A., Peña Cortés, C. A., Pardo García, A. (2019). Avaliação das emoções de usuários em tarefas com feedback háptico utilizando o dispositivo Emotiv Insight. INGE CUC, (15), 1, 9–16.
Feiler, J. B.; Stabio, M. E. (2018). Three pillars of educational neuroscience from three decades of literature. Trends in neuroscience and education, (13), 17-25.
Flick, U. (2013). Introdução à metodologia de pesquisa. Porto Alegre: Penso.
Fonseca, V. (2016). Importância das emoções na aprendizagem: uma abordagem neuropsicopedagógica. Rev. psicopedag, (33), 102, 365-384. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S0103-84862016000300014&lng= pt&nrm=iso.
Griol, D.; Molina J.M., Callejas, Z. (2014). An approach to develop intelligent learning environments by means of immersive virtual worlds. J. Ambient Intell. Smart Environ, (6), 2, 237–255.
Harrison, T. (2013). The Emotiv mind: investigating the accuracy of the Emotiv EPOC in identifying emotions and its use in an intelligent tutoring system. Honours Report, University of Canterbury, New Zealand.
Langroudi, G., Jordanous, A., Li, L. (2018). Music Emotion Capture: emotion- based generation of music using EEG. In: Emotion Modelling and Detection in social media and Online Interaction symposium at the AISB 2018 Convention, (5), Liverpool.
M. P. E, Rocha. F. A. C. E.; Timmg, M. I. (2010). Emergência da Neuroeducação: a hora e a vez da neurociência para agregar valor à pesquisa educacional. Ciências & Cognição, (15), 1, 199-210.
Mcauley, E., Duncan, T., Tammen, V. (1989). Psychometric Properties of the Intrinsic Motivation Inventory in a Competitive Sport Setting: A Confirmatory Factor Analysis. Research Quarterly for Exercise and Sport, (60), 1, 48–58.
Murad, S.S. (2020). Brain involvement in the use of games in nursing education. Journal of Nursing Education and Practice, (7), 6. http://www.sciedupress.com/journal/index.php/jnep/article/view/7977/6684 Accessed on: 20 Jun 2020.
Ng, B., Ong, A.K.K. (2018). Neurociência e ambiente de aprendizagem digital nas universidades: O que a pesquisa atual nos diz? Revista da Bolsa de Ensino e Aprendizagem, (18), 3, 116-131.
Nunes, W. Zaro, M. A. (2019). Neuroempreendedorismo: como o cérebro identifica oportunidades de negócios inovadores. São Luís: EDUFARMA, 212 p.
Sloan, D. Norrgran, C. (2020). A Neuroscience Perspective on Learning. Chem. Eng. (50), 1, 29, 2016. https://journals.flvc.org/cee/article/view/87714/84511. Accessed on: 10 May.
Soto, V. J. (2013). Which instructional design models are educators using to design virtual world instruction? Journal of Online Learning and Teaching, (9), 3, 364.
Sportsman, S. (2021). Student engagement and the brain. Collaborative Momentum Consulting. https://collaborativemomentum.com/2018/05/22/student- engagement- and-thebrain/#more-230 1/.
Strmiska, M., Koudelková, Z., Žabčíková, M. (2018). Measuring brain signals using Emotiv devices, WSEAS Trans. Syst. Control, (3), p. 537–542.
Tarouco, L. M. R.; Da Silva, P.F. ; Herpich f. (2020). Cognição e aprendizagem em mundo virtual imersivo [recurso eletrônico] Liane Margarida Rockenbach Tarouco, Patrícia Fernanda da Silva [e] Fabrício Herpich (Orgs.); coordenado pela SEAD/UFRGS. 2. ed. Porto Alegre: Editora da UFRGS, 355 p.
Tokuhama-Espinosa, T. N. (2008). The scientifically substantiated art of teaching: A study in the development of standards in the new academic field of neuroeducation (mind, brain, and education science). Tese de Doutorado, Programa de Pós-Graduação em Educação, Capella University, Minneapolis, Minesota.
Tsai, Y. C.; Lin, G. L.; Cheng, C. C. (2021). . Work-in-Progress-Development of Immersive Nursing Skills Learning System and Evaluation of Learning Effectiveness. In: International Conference of the Immersive Learning Research Network (iLRN), 7 ed., 1-3.
Wang, Q.; Sourina, O. (2013). Real-time mental arithmetic task recognition from EEG signals. IEEE Transactions on Neural Systems and Rehabilitation Engineering, (21), 2, 225–232.
Xu, J.; Zhong, B. (2018). Review on portable EEG technology in educational research. Computers in Human Behavior, (81), 340-349.
Yang, X.; Li, Y. ; Wang, L.; Li, D. (2018). Development and Application of Nursing Operation Virtual Simulation Training System. In: International Conference on Engineering Simulation and Intelligent Control (ESAIC), 2018.
Zaro, M. A.; Arosat, R. M., Meireles, L. R .O., Marilda, S., AZEVEDO, A. (2010). Emergência da Neuroeducação: a hora e a vez da neurociência para agregar valor à pesquisa educacional. Ciências & Cognição, (15), 1, 199-210.
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