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Potencialidades y limitaciones de la usabilidad de dispositivos EEG en contextos educativos

  • Alfonso García-Monge [1] ; Henar Rodríguez-Navarro [1] ; José-María Marbán [1]
    1. [1] Universidad de Valladolid

      Universidad de Valladolid

      Valladolid, España

  • Localización: Comunicar: Revista Científica de Comunicación y Educación, ISSN 1134-3478, Nº 76, 2023 (Ejemplar dedicado a: Neurotecnología en el aula: Investigación actual y futuro potencial), págs. 47-58
  • Idioma: español
  • DOI: 10.3916/C76-2023-04
  • Títulos paralelos:
    • Potentialities and limitations of the use of EEG devices in educational contexts
  • Enlaces
  • Resumen
    • español

      Los nuevos dispositivos de electroencefalografía (EEG) inalámbricos permiten realizar registros en contextos fuera del laboratorio. Sin embargo, para su utilización hay que tener en cuenta muchos detalles. En este trabajo, a partir de un estudio de caso instrumental con un grupo de escolares de tercer curso de Educación Primaria, se pretende mostrar algunas potencialidades y limitaciones de la investigación con estos dispositivos en contextos educativos. Se aprecian varios equilibrios en el desarrollo de estas experiencias: entre los intereses y posibilidades de los equipos de investigación y las comunidades educativas; entre la distorsión de la vida en las aulas y las oportunidades de la colaboración entre la academia y la práctica; y entre el presupuesto y la facilidad de preparación de los equipos y la utilidad de los datos recogidos. Entre sus potencialidades encontramos el conocimiento al que permiten acceder sobre diferentes procesos cognitivos y emocionales, y la oportunidad de aprendizaje que suponen los nexos entre investigadores y comunidades educativas. La vida en las aulas se ve interrumpida por este tipo de experiencias, pero ello puede suponer un coste que facilite desarrollos futuros más integrados que beneficien los procesos de enseñanza y aprendizaje.

    • English

      Wireless electroencephalography (EEG) devices allow for recordings in contexts outside the laboratory. However, many details must be considered for their use. In this research, using a case study with a group of third-grade primary school students, we aim to show some of the potentialities and limitations of research with these devices in educational settings.

      Several balances are apparent in the development of these experiences: between the interests and possibilities of the research teams and the educational communities; between the distortion of life in the classrooms and the opportunities for collaboration between academia and practice; and between the budget and the ease of preparing the equipment and the usefulness of the collected data. Among their potentialities is the knowledge that they allow access to different cognitive and emotional processes, and the learning opportunity represented by the links between researchers and educational communities. Life in the classrooms is interrupted by these types of experiences, but this can be a cost that facilitates more integrated future developments that benefit teaching and learning processes.

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