Abstract
Background Homoeostasis of the autonomic nervous system (ANS) contributes to cognitive functional integrity in learners and can be greatly influenced by emotions and stress. While moderate stress can enhance learning and memory processes, long-term stress compromises learning performance in a face-to-face classroom environment. Integrative online learning and communication tools were shown to be beneficial for visualization and comprehension but their effects on the ANS are poorly understood. We aim to assess the effects of video conference-supported live lectures compared to on-site classroom teaching on autonomic functions and their association with learning performance. Methods and Design Fifty mentally and physically healthy medical students will be enrolled in a randomized two-period crossover study. Subjects will attend a seminar, which is held in face-to-face and simultaneously transmitted via videoconference. Subjects will be allocated in two arms in a randomized sequence determining the order in which both seminar settings will be attended. At baseline and throughout the interactive seminar subjects will undergo detailed autonomic testing comprising neurocardiac (heart rate variability), sudomotor (sympathetic skin response), neurovascular (laser Doppler flowmetry) and pupillomotor (pupillography) function. Furthermore, learning progress will be evaluated using pre- and post-tests on the seminar subject and emotions will be assessed using profile of mood state (POMS) questionnaire. Statistical Analysis Carryover effects will be handled using a two-way repeated measures (mixed model). Between-group differences (baseline vs face-to-face vs videoconference) will be determined using one-way analysis of variance ANOVA followed by Student–Newman–Keul test. Limitations and Strengths This study may elucidate complex interactions between autonomic and emotional dynamics during conventional on-site and video conference-based teaching, thus providing a basis for customized learning and teaching methods. Understanding and utilizing advanced distance learning strategies is particularly important during the current pandemic, which has been limiting on-site teaching dramatically in nearly all countries of the world.
Highlights
Over the last few decades, multiple digital learning strategies have been designed and are an essential component of modern curricula
This study focuses on the physiological reactions that occur during learning
The effects of teaching through the screen in real time are possibly subject to filter effects, such as restricted opportunities for subtle communication and a limited sense of community and competition [4]
Summary
Over the last few decades, multiple digital learning strategies have been designed and are an essential component of modern curricula. After the outbreak of the pandemic, e-learning, videoconferencing and integrative online learning strategies replaced conventional classroom education entirely in multiple programmes across all disciplines around the globe [1,2] Effectiveness of these digital learning techniques as well as their impact on psychophysiology is poorly understood and previous research has shown heterogeneous and partially conflicting results. The effects of teaching through the screen in real time are possibly subject to filter effects, such as restricted opportunities for subtle communication and a limited sense of community and competition [4] These limited degrees of freedom in psychosocial interaction might negatively affect emotions during teaching sessions and thereby alter learning success [5]. We aim to characterize the effects of traditional onsite versus videoconference-based education on the autonomic nervous system in medical students and to determine whether changes in autonomic functions during the two seminar forms translate into differences in learning success and stress levels
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