Neurotechnology applied to the assessment in higher education

• D. Puente Berdasco ^[1] ; T. Magal-Royo ^[1] ; E. Jiménez-Ibáñez ^[2]
  1. [1] Universidad Politécnica de Valencia

     Universidad Politécnica de Valencia

     Valencia, España

     
  2. [2] Veritas University (Costa Rica)
• Localización: EDULEARN22 Proceedings: 14th International Conference on Education and New Learning Technologies (July 4th-6th, 2022, Palma, Spain) / coord. por Luis Gómez Chova, Agustín López Martínez, Joanna Lees, 2022, ISBN 978-84-09-42484-9, págs. 2627-2635
• Idioma: inglés
• Enlaces
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• Resumen

  • Nowadays, the educational context evolution in universities has increased the use of digital media which has made it necessary to evaluate the students´ skills with different approaches. The use of online digital media has created a new paradigm in the design and methodology of educational content where multimodality is the most common and notorious feature.Research related to educational evaluation in the context of Higher Education continues to use criteria focused on the verification of content and the student's response to what has been learned. However, the evolution of technology and digital media requires new methods and paradigms that include techniques related to the subconscious behavior of the brain. Data extracted through neurological processes that allow the user experience and its effects to be evaluated in a different way needs from a more personalized point of view.At present, neurotechnology includes instruments and techniques that allow the evaluation of the training context based on the user’s experience and compiling the unconscious responses of the brain that must be assessed in the future when combined with other types of quantitative and qualitative testing.The article shows the most innovative aspects of non-invasive neurotechnologies, such as implicit response tests (IRT) and implicit association tests (IAT) in education, which will allow to evaluate and measure the perception of student learning. The attributes and categories associated with traditional learning versus online learning in the field of Higher Education oriented to lifelong learning will be described, which will allow these innovative evaluation techniques to be methodologically applied in the future.