An fMRI study exploring cognitive processing during computer - based discovery learning

Discovery-based learning designs incorporating active exploration are common within

computer-based instructional simulations, supported by constructivist theories of learning focussing on active

individual knowledge construction.

On the other hand, researchers have highlighted empirical

evidence showing that ‘pure’ discovery learning is of limited value and

that combinations of explicit

instruction and guided discovery learning are more effective. Little is known, however, about

differences in the cognitive processing that occurs when a learner undertakes active discovery

learning

using a computer-based simulation

compared to when they are guided through observation

of simulation output.

A better understanding of the cognitive processing occurring when learners

interact with on-line materials in the context of specific learning designs is important both for

networked learning researchers and for on-line teachers.

This

paper

reports on a study in which the

brain activations

from two learning conditions using

computer-based simulations were compared

using functional magnetic resonance imaging (fMRI).

One condition allowed exploration through manipulation of simulation parameters, while the other

allowed observation of simulation output from preset parameters.

Drawing

on

constructivist theories

of learning, it was hypothesised that the active exploration condition would lead to greater activation

of

brain areas associated with working memory organisation and long term memory formation. The

study also set out to explore the

broader

feasibility of using fMRI to explore learners’ cognitive

processing while undertaking holistic learning activities using

on-line learning materials.

Results of the study were somewhat equivocal about differences in

brain

activation

with no consistent

differences in activation between the two conditions

able to be

measured.

Consistent with our related

research which suggests that discovery learning strategies vary

substantially

across individuals,

results of this study suggest that the cognitive processing during the two conditions varied across

participants.

Integrated analysis of the exploration processes, learning outcomes and measured brain

activations of individuals shows promise in better understanding the relationship between learning

strategy, interaction and cognition when using instructional simulations.

Approaches like this that

draw on an analysis of data on learning process and outcome along with an analysis of physiological

measures (in this case blood flow as an indicator of brain activation) are expected to be at the leading

edge of learning analytics

research in coming years.

The study also highlighted challenges associated

with the use of fMRI to explore learners' cognition while undertaking learning activities allowing

significant learner control and involving extensive computer-based interaction.