Brain Research Using Computer Test - Core

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ScienceDirect Procedia Technology 22 (2016) 1113 – 1120

9th International Conference Interdisciplinarity in Engineering, INTER-ENG 2015, 8-9 October 2015, Tirgu-Mures, Romania

Brain Research Using Computer Test Tadeusz Mikolajczyka*, Flaviu Moldovanb, Ileana Ciobanuc, Agata Chalupczaka, Andreea Georgiana Marinc a University of Technology and Life Sciences, 7 Kaliskiego street, 85-791 Bydgoszcz, Poland University of Medicine and Pharmacy of Tirgu Mures, 38 Gheorghe Marinescu street, 540139 Tirgu Mures, Romania c Elias University Hospital, Department of Rehabilitation Medicine, 17 Marasti Boulevard, 011461 Bucharest, Romania b

Abstract Efficiency of learning largely depends on the proper transfer of knowledge and skill in taking notes. Experience shows that students’ autonomy is mainly blocked in schools. Knowledge about the sensory modality and hemispheric lateralization helps students to better use the brain. The purpose of the study is to diagnose the preferences of the use of a specific brain hemisphere and to determine the sensory modality preferred by the brain for the students in engineering. The methodology of research consisted in data collection from 91 subjects, second year students, and processing by using the “Brain Works” software. This software uses graphical and text questions, calculates the brain hemispheric dominance and recognizes subject’s preferred knowledge caption mode: visual or audio. The interpretation of the results provides an individual learning style description, concluding a clear tendency to use the left hemisphere, a superior domination of the use of the visual sense for learning and indication for the contestants to optimize their way of learning. The “Brain Works” also helped the subjects by enhancing the process of notes taking through skill training, fact that has a beneficial effect on faster and more effective learning and provides an important cognitive training tool for cognitive rehabilitation. © 2016 2016The TheAuthors. Authors. Published by Elsevier © Published by Elsevier Ltd. Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of the “Petru Maior” University of Tirgu-Mures, Faculty of Engineering. Peer-review under responsibility of the “Petru Maior” University of Tirgu Mures, Faculty of Engineering Keywords: brain lateralization; domination hemisphere; doination senses; visual sense; auditory sense.

* Corresponding author. Tel.: +4-852-340-8736; fax: +4-852-340-8255. E-mail address: [email protected]

2212-0173 © 2016 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of the “Petru Maior” University of Tirgu Mures, Faculty of Engineering doi:10.1016/j.protcy.2016.01.157

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1. Introduction The brain consists of two hemispheres, which differ not only in terms of anatomy but also functionally. The element that unites them – the great commissure, enables the flow of information and integration, providing a guarantee of no duplication of tasks by each of them [1]. An important phenomenon is the asymmetry of the brain which is associated with the functional dominance of one hemisphere of the brain, resulting in a functional advantage of limbs or organs, as well as in the tendency to make more frequent use of these body parts than of others [2]. There are brain regions showing important and consistent lateralization, including the classical language brain areas (Broca Area, Wernicke Area, lateral premotor, and anterior supplementary motor areas) [3]. Broca and Wernicke areas are left-lateralized and involve a distributed language network with functional connections in cortical as well as subcortical areas [4]. The posterior cingulate, medial prefrontal, temporoparietal junction is the core of another left-lateralized hub related to the default mode of brain functioning [5, 6]. This hub is more active during resting periods than during the execution of a task [7]. Therefore, some authors consider this hub being involved in attention to internal stimuli, self-reflection and memory processes [8, 9]. The hubs showing right-lateralized connectivity networks are involved in attention to external stimuli, and are more active during task performing than at rest [10, 11, 12]. From a study performed by Nielsen et al, lateralization appears to be a local property of the brain, more than a property of the whole brain. It relies on the modality of building local ipsilateral hubs [13]. The functional asymmetry is accompanied by decreased structural asymmetry, with age [14]. Gray matter density lateralization indicates a different spatial distribution from the functional map. In homotopic connections, the same hub is lateralized to a network pattern in the right hemisphere, and to a different network pattern in the left one [15, 16]. Our brain doesn’t give the same importance to information came from different sensory modalities, one sensory modality dominating the others, mainly the visual one [17]. Information presented visually results in better learning, recall and retrieval than the auditive presentation [18, 19]. The phenomenon is noticeable especially in multisensory experiments, when visual data dominate not only the auditive one, but also the haptic sensory modality data [20]. According to the studies of Zurif et al. [21], the brain lateralization phenomena are genetically transmitted, as well as the dominating sensory modality. All these facts gave impetus to the creation of programs exploring the way our brain works and the preference of our brain. Perhaps applying them will solve one of the fundamental problems of formal education, which is the lack of knowledge transfer about the methods and styles of knowledge gaining. This is an essential factor in the efficiency and speed of students learning. Even if authors studying the importance and cost efficiency of adapting the educational methodology for the different learning styles consider such an approach being too great a burden for the educational systems [22], the benefits of individually adapted modality of presenting the knowledge to the visual learners and to verbal learners are clearly stated by other authors [23, 24]. Assessing the learning style and the preferred sensory modality is not a new idea. There are more than 13 different styles of systematized learning and myriads of individualized approaches [25]. In order to direct one’s learning style for improving his learning achievements, different assessment tools have been developed, tools that determine subject’s own learning style features and preferred sensory modality, from written pencil – paper questionnaires [26, 27] to online validated PC and Smartphone applications [28, 29]. Brain adapts, functionally and structurally, responding to the challenges we put it to. Training the brain is a lifelong task, and this task can be performed with specialized tools, designed to improve learning abilities [30, 31]. There are many organizations searching for the best way to train their staff, in order to obtain the maximal efficiency of the learning process, nowadays. The best approach is to take into account the subject’s preferred channels for data caption and processing, and exploit this path [32, 33]. This paper presents results of a research on brain preferences, using the form of the program “Brain Works” that is available online [29, 34, 35].

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2. Brain Works software description “Brain Works” is a computer program illustrating preferences of brain hemispheres use [29] with a closed multiple choice test. It is equipped with a 50 questions base from which each time 20 of them is randomly collected for testing. The program was developed in English; hence to achieve an adequate result it is necessary to know English well. In the literature there are only studies based on so-called education links [36] using only text tests [37]. The questions expressed in “Brain Works” are presented graphically (Fig. 1) and textually (Fig. 2), which allows an in-depth analysis of brain lateralization, as well as of preferred learning sensory modality. The survey result is shown as a percentage on a brain figure bearing the result (Fig. 3), determining the synthetic level of brain lateralization and the visual and auditory preferences for the learning process. Additionally, the program provides a descriptive evaluation of the test results (Fig . 4).

Fig. 1. Example of graphic question.

Fig. 2. Example of text question.

Fig. 3. Test result presentation.

Fig. 4. Test result commentary (first page).

The aim of the study is to diagnose the preferences of the use of a specific brain hemisphere, and to determine the sensory modality preferred by the brain. The interpretation of the results provides an individual learning style description. Data taken for analysis were collected from a group of subjects - students of both genders, second-year in Management and Production Engineering at the Faculty of Management, University of Technology and Life Sciences in Bydgoszcz. The study group consisted of 91 subjects, including 57 women and 34 men. The test has been performed individually, but the main condition to participate in the research was the ability to understand English properly. Demographic data on gender and the type of formal school education were collected, in order to be analyzed.

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3. Research results and discussion The composition of the research group is shown in Figure 5.

Fig. 5. Research group gender composition.

The results of the dominant hemisphere are shown in Figures 6-11. The results of the dominant sensorial learning approach are shown in the Figures 12-17. The results are presented in dependence on: gender, type of completed secondary school.

Fig. 6. The results of the dominance of the hemisphere for the whole group.

We also compared the results of the dominance of the hemispheres and the senses for the whole group.

Fig. 7. Dependence between gender and brain hemisphere dominance.

Fig. 8. Dependence between brain dominance and graduated secondary school.

Fig. 9. Average brain hemisphere dominance in the research group.

Fig. 10. The median dominance of the brain hemispheres.

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In the brain hemispheres lateralization research dominance of the left hemispheres was found in most cases (Fig. 6) - this dominance was not found only in 2 subjects. This is indicated also by the results of the average (Fig. 9) and the median (Fig. 10) of the dominance of the brain hemispheres. The average standard deviation is similar for both categories (Fig. 11). There was no effect of the gender (Fig. 7) or graduated secondary school (Fig. 8) on the dominant brain hemisphere. This is in accord with the results of the study conducted by Nielsen et al. [13] which found no effect of the gender on functional lateralization, in contrast to previous studies [38, 39], but age seems to influence lateralization in a small but statistically significant amount.

Fig. 11. The average deviation of the dominance of hemispheres.

Fig. 12. Test results of the dominant sense for the research group.

Fig. 13. Sense domination depending on sex.

Fig. 14. Dependence between sense and type of graduated school.

Fig. 15. Average sense dominance in a whole research group.

Fig. 16. Median of sense domination.

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Fig. 17. The standard deviation of sense domination.

In the sense dominance research, domination of the visual sense was found in the vast majority of cases (Fig. 12), while visual dominance was not found in only 6 subjects. This is also indicated by the results of average (Fig. 15) and the median (Fig. 16) related to the domination of one sense. The average standard deviation is similar for both trends (Fig. 17) and significantly greater than the deviation for dominance hemispheres (Fig. 11). There is no effect of gender (Fig. 13) or type of graduated secondary school (Fig. 14) on the dominant sense. Similar to the analysis of dominant hemisphere it is necessary to skip the effect of the age on the dominant sense. The results of this study are subjected of error associated with an insufficient number of samples in each group. To sum up, the research group has a tendency to make use of the left hemisphere (Fig. 6, 9, 10), in addition there is a dominance of those using mainly vision for learning (Fig. 12, 15, 16). The study showed no dependence between the lateralization of the hemispheres (Fig. 7), the sensory modality preferred for learning (Fig. 13) and the gender of the subjects. Earlier stages of education did not affect the dominance of the cerebral hemispheres (Fig. 8) nor the domination of the senses (Fig. 14). The training intervention with Brain Works was considered enjoyable and useful by the students. The “Brain Works” helped the subjects by enhancing the process of notes taking through skill training, fact that has a beneficial effect on faster and more effective learning and provides an important cognitive training tool for cognitive rehabilitation. A cognitive stimulation intervention can be a no-tech, low-tech, medium-tech or high-tech one and its purpose is to train the ability to think, use judgment and make decisions. The focus is on improving or correcting deficits in memory, concentration and attention, perception, learning, planning, sequencing and judgment due to psychological testing revealed. It works for every one of us, adapted to the individual abilities, even with persons with cognitive impairments [40]. The goals of cognitive stimulation are to enhance the person’s capacity to process and interpret information and to improve the person’s ability to function in all aspects of professional, family and community life. In order to do that we may use all kind of techniques, from low tech, using pencil-paper notes or recorded notes and so on, until high tech, like computer assisted training for cognition or global positioning systems or even, applying adapted software programs. Technology must accommodate a certain methodology. The therapist or the subjects themselves (in self administered training) must prepare the physical environment, in order to create the appropriate atmosphere and to bring into the attention of the subject the appropriate triggers. The subjects must feel comfortable, safe and must enjoy the staying. The cognitive stimulation intervention is an active and dynamic approach, for healthy subjects, as well as for individuals undergoing cognitive rehabilitation in some medical and neurological conditions, no matter the age. The subject is active participant in this process, and the process itself keeps changing, to adapt the content and the approach method to the cognitive and emotional status of the subject, in real time. Smartphone applications for cognitive training may be used, like: Brain optimizer, [41], BrainWars, Elevate Apple application [43], Lumosity brain games [44], Fit Brains [45], BrainHQ [46], Brain Workshop - a Dual NBack game [47].

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Smartphone (PC) applications are recommended for training mental calculation ability, processing speed, judgment, memory, accuracy and control [48, 49]. From the first sessions, we observe improvements of the working parameters and of the execution time. Mental calculation ability is the most difficult parameter that needs to be improved, the second being the ability to improve short-term memory. The use of high tech devices for brain training is very well accepted, especially if the intervention is gamified, even by users not familiar with a PC [50]. Making a comparative assessment between cognitive stimulation intervention using paper and pencil worksheets versus Smartphone (PC) applications for cognitive training, there are not observed significant differences regarding the cognitive status evolution, but, Smartphone applications are more engaging than the classical approach paper and pencil worksheets, regardless of age, educational level, gender or even environmental regardless of origin. Smartphone applications for cognitive training are friendly and accessible to everyone, irrespective of their previous skills concerning working with computer. One of the most exciting factors is the exact period of time allocated for each application, the sense of competition (with itself) and the feedback upon completion of execution of the task, by scoring. One of the possibilities of brain activation in the learning process can be use may use other means such as a robot for teaching purposes [51]. 4. Conclusions Based on the results of the research, the following conclusions crystallized: • “Brain Works” is a useful tool for preliminary studies aimed to determine the dominant hemisphere of the subject’s brain, as well as to determine the extent of the domination of senses, • The research group shows a clear tendency to use the left hemisphere, • The research group showed superior domination of the use of the visual sense for learning, • The results may be useful in adapting teaching materials to the needs of the target student group, • The results of individual tests can be an indication for the contestants to optimize their way of learning. It is advisable to conduct further research especially: • Making tests on other research subjects, in order to obtain enough data in order to develop generally valid conclusions, • It is advisable to develop a similar test (or to translate Brain Works) in Polish and in other national languages, in order to be accessible for people which does not speak English, and to develop applications able to determine the dominance of the brain hemispheres and of the senses, taking into account also other senses, such as touch. References [1] Gotts JS, Jo HJ, Wallace GL, Saad ZS, Cox RW, Martin A. Two distinct forms of functional lateralization in the human brain. Proc Natl Acad Sci USA. 2013; 110(36):E3435–E3444. [2] OsiĔski W. Antropomotorics. Eugeniusz Piasecki Academy of Phisical Educations. PoznaĔ; 2003. [3] Anderson JS, Lange N, Froehlich A, DuBray M, Druzgal T, et al. Decreased Left Posterior Insular Activity During Auditory Langauge in Autism. AJNR Am J Neuroradiol 2010; 31:131–139. [4] Tomasi D, Volkow ND. Language network: segregation, laterality and connectivity. Mol Psychiatry 2012; 17: 759. [5] Raichle ME, MacLeod AM, Snyder AZ, Powers WJ, Gusnard DA, et al. A default mode of brain function. Proc Natl Acad Sci USA 2010; 98:676–682. [6] Gusnard DA, Raichle ME. Searching for a baseline: functional imaging and the resting human brain. Nat Rev Neurosci 2001; 2: 685–694. [7] Mayer JS, Roebroeck A, Maurer K, Linden DE. Specialization in the default mode: Task-induced brain deactivations dissociate between visual working memory and attention. Hum Brain Mapp 2010; 31:126–139. [8] Gusnard DA, Akbudak E, Shulman GL, Raichle ME. Medial prefrontal cortex and self-referential mental activity: relation to a default mode of brain function. Proc Natl Acad Sci USA 2001; 98:4259–4264 [9] Andrews-Hanna JR, Reidler JS, Huang C, Buckner RL. Evidence for the default network’s role in spontaneous cognition. J Neurophysiol 2010; 104:322–335. [10] Fox MD, Snyder AZ, Vincent JL, Corbetta M, Van Essen DC, et al. The human brain is intrinsically organized into dynamic, anticorrelated functional networks. Proc Natl Acad Sci USA 2005; 102:9673–9678. [11] Seeley WW, Menon V, Schatzberg AF, Keller J, Glover GH, et al. Dissociable intrinsic connectivity networks for salience processing and executive control. J Neurosci 2007; 27:2349–2356. [12] Corbetta M, Shulman GL. Control of goal-directed and stimulus-driven attention in the brain. Nat Rev Neurosci 2002; 3:201–215.

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