HCI 2015
International

Best Paper Award for the 9th International Conference on Augmented Cognition, in the context of HCI International 2015, 2-7 August 2015, Los Angeles, CA, USA

Certificate for Best Paper Award of the 9th International Conference on Augmented Cognition
conferred to

Bradly Stone, Kelly Correa, Nandan Thor and Robin Johnson
(Advanced Brain Monitoring, Inc., USA)

for the paper entitled

"EEG Coherence Within Tutoring Dyads: A Novel Approach for Pedagogical Efficiency"

Presented in the context of
HCI International 2015
2-7 August 2015, Los Angeles, CA, USA

Paper Abstract
"The current study examined EEG coherence across Coach-Learner dyads on a spatial reasoning video game, Tetris®, using an event-locked psychophysiological synching platform. We hypothesized that (1) an intra-individual increase in Theta and a decrease in high Alpha (10-12 Hz) fronto-temporal coherence would occur across increasing difficulty levels, and (2) inter-individual fronto-temporal coherence in high Alpha would increase among lower skilled players. A sample of n = 5 healthy dyads completed the protocol with each learner playing 3 rounds of Tetris®. Across all participants (low-skilled and high-skilled), the intra-individual preliminary results presented herein indicate significant elevation in fronto-parietal coherence. Moreover, the low-skilled players experienced an increase in Theta coherence and high Alpha coherence–the latter not as expected from literature. The high-skilled players had significant reductions in fronto-parietal high Alpha coherence and small increases in Theta. The inter-individual (coach-learner) dyadic coherence results for the low-skilled player showed increased Theta coherence for Coach-Frontal:Learner-Parietal (CF:LP), with no significant change in high Alpha. Meanwhile, an increase in high Alpha coherence was observed in the Coach-Parietal:Learner-Frontal (CP:LF). The high-skilled player experienced decreased Theta coherence for CF:LP, with no significant change in high Alpha, yet a substantial increase in Theta coherence and decrease in high Alpha coherence was observed for CP:LF. These data support the application of coherence analyses for the improvement of pedagogical approaches and provide optimism that further granulated explorations of the data herein could lead to a more thorough understanding of the dynamics of dyadic learning."

The full paper is available through SpringerLink, provided that you have proper access rights.