Unit information: Psychophysiological Methods in Educational Research in 2018/19

Unit name	Psychophysiological Methods in Educational Research
Unit code	EDUCM0071
Credit points	20
Level of study	M/7
Teaching block(s)	Teaching Block 2 (weeks 13 - 24)
Unit director	Dr. Yau
Open unit status	Not open
Pre-requisites	EDUCM5504 - Statistics in Education
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

In this unit, students engage critically with psychophysiological methods involving simple measurement of nervous system response (e.g. skin conductance, heart rate), and gain a deeper understanding of eye-tracking and more complex neuroimaging methods (e.g. functional Magnetic Resonance Imaging (fMRI), Magnetoencephalography). Students get to put together the various components of the experimental research process (e.g. identifying a research question and hypothesis, developing a sound and ethical methodology, selecting appropriate methods of psychophysiological data collection and analysis, and drawing evidence based conclusions). In practical sessions, they learn to navigate a neuroimaging dataset and learn to plan, undertake and report a small-scale research experiment themselves using one or more of the simpler measurements. Within this unit, an overview of the philosophies underpinning this experimental method of data collection and analysis, and their relation to other research perspectives, will be studied in terms of the interrelation of brain/body, mind and education.

The unit aims to:

• to explore the philosophical and methodological issues encountered when applying experimental psychophysiological methods to address educational issues;

• to provide students with the tools to assess and make judgements about the strengths and limitations of educational research involving simple and complex psychophysiological measurements, the appropriateness of the techniques employed and how these relate to research coherence, quality, rigour and value;

• to interrogate the ethical issues involved in conducting educational research involving simple and complex psychophysiological methods;

• to enable students to apply their understanding when critically developing, conducting and reporting educational research designs involving the use of psychophysiological measurement.

Intended Learning Outcomes

Upon successful completion of this unit, students will be able to demonstrate:

1. a deep understanding of the philosophical and methodological issues encountered when applying experimental psychophysiological methods to address educational issues;
2. a critical understanding of the strengths and limitations of published educational research studies involving simple and complex; psychophysiological measurements, in terms of the appropriateness of the techniques employed and how these relate to research coherence, quality, rigour and value;
3. a deep understanding of the ethical issues involved in conducting educational research involving simple and complex; psychophysiological methods, when accessing published literature and when critically developing and implementing their own research design;
4. their ability to apply their understanding when critically developing, conducting and reporting their own educational research designs involving the use of psychophysiological measurement.

Teaching Information

The unit involves 20 hours of contact time, comprising two 6-hour whole day sessions and 4 2-hour sessions. A variety of teaching strategies will be used to deliver this unit, which may include whole group lectures, case studies, practical demonstration and hands-on practical tasks, critical analysis of key readings, group discussions and student presentations.

These strategies will encourage students to make their thinking and ideas explicit, providing ample opportunities for formative feedback that will include critical assessment of their plans for their small-scale experiment, data collection and analysis

Assessment Information

The assignment will arise from 3 assessments:

1. 1-hour Multiple-choice examination on the principles and implementation of physiological methods in educational research, including simple physiological measurement and more complex neuroimaging techniques (25%) (Learning Outcome: 1)
2. 15-minute presentation of the design for of a small-scale experiment using one or more simple psychophysiological measures. This experiment will test one or more hypotheses addressing a focused research question selected in negotiation with the tutor. (25%) (Learning Outcome: 3,4)
3. A critical report (2000 words or equivalent) on running a small-scale experiment using one or more simple psychophysiological measures. Within this report, students will be required to demonstrate their understanding of concepts covered in the unit such as replicability, ethics and validity in relation to the methods used. (50%) (Learning Outcome: 2,3,4)

Reading and References

Berntson, G.G., Quigley, K.S. and Lozano, D. (2007) Cardiovascular Psychophysiology, in The Handbook of Psychophysiology by Cacioppo, J., Tassinary, L.G. and Berntson, G.G. (eds), 3rd edition, p 182-210.

Cochrane Reviews in evidence-based educational interventions

http://www.cochrane.org/search/site/education?f%5B0%5D=im_field_terms_cochrane_library%3A50167

Dawson, M.E., Schell, A.M. and Filion, D.L. (2007) The Electrodermal System, in The Handbook of Psychophysiology by Cacioppo, J., Tassinary,

L.G. and Berntson, G.G. (eds), 3rd edition, p 159-181

Papanicolaou, A. C. (Ed.). (2017). The Oxford Handbook of Functional Brain Imaging in Neuropsychology and Cognitive Neurosciences. Oxford University Press.

Please note that these are some recommended texts and sources of information. The unit does not rely on a core textbook, and instead uses a mix of papers from peer-reviewed journals to keep up to date with the latest in the field. Key papers for each lecture/topic will be signposted on Blackboard.