Dataset Information

The Effects of Attentional Engagement on Route Learning Performance in a Virtual Environment: An Aging Study.

ABSTRACT: Route learning is a common navigation task affected by cognitive aging. Here we present a novel experimental paradigm to investigate whether age-related declines in executive control of attention contributes to route learning deficits. A young and an older participant group was repeatedly presented with a route through a virtual maze comprised of 12 decision points (DP) and non-decision points (non-DP). To investigate attentional engagement with the route learning task, participants had to respond to auditory probes at both DP and non-DP. Route knowledge was assessed by showing participants screenshots or landmarks from DPs and non-DPs and asking them to indicate the movement direction required to continue the route. Results demonstrate better performance for DPs than for non-DPs and slower responses to auditory probes at DPs compared to non-DPs. As expected we found slower route learning and slower responses to the auditory probes in the older participant group. Interestingly, differences in response times to the auditory probes between DPs and non-DPs can predict the success of route learning in both age groups and may explain slower knowledge acquisition in the older participant group.

SUBMITTER: Hartmeyer S

PROVIDER: S-EPMC5517407 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

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The Effects of Attentional Engagement on Route Learning Performance in a Virtual Environment: An Aging Study.

Hartmeyer Steffen S Grzeschik Ramona R Wolbers Thomas T Wiener Jan M JM

Frontiers in aging neuroscience 20170720

Route learning is a common navigation task affected by cognitive aging. Here we present a novel experimental paradigm to investigate whether age-related declines in executive control of attention contributes to route learning deficits. A young and an older participant group was repeatedly presented with a route through a virtual maze comprised of 12 decision points (DP) and non-decision points (non-DP). To investigate attentional engagement with the route learning task, participants had to respo ...[more]

PMID: 28775689

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Project description:IntroductionThere has been a move to a "flipped classroom" (FC) in medical education. The FC promotes active learning and utilizes independent preparation prior to in-class sessions. Few studies have evaluated the effectiveness of the FC approach in medical education, specifically via virtual learning. The purpose of this study evaluates student and faculty perceptions of the FC approach and relationships between student engagement and performance.MethodThe first-year medical student psychiatry curriculum was redesigned with an FC approach and subsequently altered by COVID-19 to a virtual learning environment. A mixed-method approach was used to examine both qualitative assessment and quantitative performance data. Students and facilitators were invited to participate in surveys regarding the curriculum changes. Student performance data was collected via quizzes and examinations. Engagement was evaluated by student participation in National Board of Medical Examiners-style multiple-choice questions delivered via Top Hat®. Correlational analyses were used to evaluate associations between engagement and performance. T-tests were used to compare student satisfaction across 2019 and 2020.ResultsPerformance on in-class questions was positively associated with class rank and performance (p < 0.005). More students were either satisfied or strongly satisfied (91.5%) in 2020 compared to 85.7% in 2019 (two-tailed t-test, p = 0.04). Most students (81.3%) preferred in-class questions to lectures. In 2020, 62.6% of student comments were positive regarding the psychiatry curriculum vs 33.3% in 2019. Over 61.5% of facilitators felt positive towards the changes.ConclusionOur results demonstrate a positive relationship between engagement and class performance. Students and facilitators positively perceived the approach, with students preferring in-class questions compared to lectures. Future research should evaluate overall performance on standardized tests, third-year clerkships, and number of students matching into psychiatry.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-021-01287-x.

Project description:"Social facilitation" refers to the enhancement or impairment of performance engendered by the mere presence of others. It has been demonstrated for a diversity of behaviors. This study assessed whether it also concerns attention and eye movements and if yes, which decision-making mechanisms it affects. Human volunteers were tested in three different tasks (saccades, visual search, and continuous performance) either alone or in the presence of a familiar peer. The results failed to reveal any significant peer influence on the visual search and continuous performance tasks. For saccades, by contrast, they showed a negative or positive peer influence depending on the complexity of the testing protocol. Pro-and anti-saccades were both inhibited when pseudorandomly mixed, and both facilitated when performed separately. Peer presence impaired or improved reaction times, i.e., the speed to initiate the saccade, as well as peak velocity, i.e., the driving force moving the eye toward the target. Effect sizes were large, with Cohen's d-values ranging for reaction times (RTs) from 0.50 to 0.95. Analyzing RT distributions using the LATER (Linear Approach to Threshold with Ergodic Rate) model revealed that social inhibition of pro- and anti-saccades in the complex protocol was associated with a significant increase in the rate of rise. The present demonstration that the simple presence of a familiar peer can inhibit or facilitate saccades depending on task difficulty strengthens a growing body of evidence showing social modulations of eye movements and attention processes. The present lack of effect on visual search and continuous performance tasks contrasts with peer presence effects reported earlier using similar tasks, and future studies are needed to determine whether it is due to an intermediate level of difficulty maximizing individual variability. Together with an earlier study of the social inhibition of anti-saccades also using the LATER model, which showed an increase of the threshold, the present increase of the rate of rise suggests that peer presence can influence both the top-down and bottom-up attention-related processes guiding the decision to move the eyes.

Dataset Information

The Effects of Attentional Engagement on Route Learning Performance in a Virtual Environment: An Aging Study.

Publications

The Effects of Attentional Engagement on Route Learning Performance in a Virtual Environment: An Aging Study.

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