功能性近红外光谱技术应用于教育研究的国际文献综述——近十年研究图景与未来展望

A Review of Applying Functional Near-infrared Spectroscopy(fNIRS)in International Education Research:Global Research Progress in Recent Ten Years and Future Prospects

近年来,功能性近红外光谱技术(functional Near-Infrared Spectroscopy,fNIRS)备受关注,也在推动着教育神经科学的发展。然而,目前国内外尚未有聚焦于fNIRS技术在教育领域应用的系统性综述研究。通过滚雪球的文献筛选方法,对近十年发表的81篇国际文献进行内容分析,并基于fNIRS技术的教育研究现状、方法、应用领域等方面进行系统性梳理,以期为教育神经科学实证研究提供技术应用的方法参考。分析发现:(1)目前在布鲁姆教育目标分类理论框架下,应用于认知领域的fNIRS研究占据主导,其中以语言研究最多,而情感领域尚有较大空白。(2)在大部分年龄段中,额叶脑区与其涉及的广泛的认知功能关联研究仍占主导。但对于3岁以下婴幼儿的研究则更多聚焦于语言功能、语音感知以及颞叶脑区的关联;对于4~6岁的学龄前儿童研究,多聚焦于执行功能以及额叶脑区。(3)在fNIRS设备方面,目前研究仍以非便携式设备为主,研究主题大多集中于语言功能,而使用便携式设备的研究主题广泛涵盖了认知、运动以及情绪领域。(4)在数据采集方面,60%以上的研究将fNIRS与行为数据结合分析,其中部分研究将fNIRS与EEG、ERP、眼动等其他生理数据采集技术进行融合分析,另30%左右未采集行为数据的研究重点关注3岁以下婴幼儿对象。(5)在研究范式方面,目前fNIRS实验多依赖心理学的实验范式,与实际教学环节仍然存在较大差异,但已有部分研究开发了基于自然主义、真实场景的研究范式,表明fNIRS在拓展生态效度方面具有潜力。总之,未来fNIRS的教育研究在真实教育情境任务开发、助力早期教育脑科学研究、教育教学活动监测评估以及基于多模态数据融合的学习分析等方面具有优势性前景。

Recently, functional near-infrared spectroscopy(fNIRS) has attracted tremendous attention, which also boosted the development of educational neuroscience. However, there still existed a gap in the systematic review of the fNIRS technology application in education. Through the literature screening method of snowballing, the current study made an in-depth content analysis of 81 international literature published in the past decade. And it also systematically summarized the research progress, methods,and the education domains of the research based on f NIRS technology, in attempting to provide technical reference for empirical research of educational neuroscience. The results showed that:(1) under the framework of Bloom’s taxonomy of educational objectives theory, the fNIRS applied to the cognitive domain was dominant, in which language research accounted for the most, while there was still a deficiency in the affective domain.(2) in all age groups, there was a dominance for the studies that focused on the frontal region and its extensive cognitive function. It is worth noting that the research on infants under 3 years old paid more attention to temporal region, language function, speech perception, and the correlation between them. For preschool children aged 4-6years old, most of the studies centered on executive function and the frontal region.(3) in terms of fNIRS devices, the prior research mainly used non-portable devices, among which the research themes were mostly on language functions. While the research themes of the studies that used portable devices covered a wide range of cognitive, psychomotor, and affective domains.(4) in terms of data acquisition and analysis, more than 60% of the studies combined fNIRS data with behavioral data, and some of them fused fNIRS with other physiological data such as EEG, ERP, eye tracking, etc.(5) in terms of experimental paradigm, the task of prior studies mostly adapted from the classical psychological paradigms, which were distinctive from the actual educational practice to a certain extent. Simultaneously, some research also developed paradigms based on naturalism and the real-world environment,indicating the potential of fNIRS in expanding ecological validity. Additionally, considerable prospects for fNIRS in future educational research have been proposed, including the research trend of naturalistic educational tasks development, neuroscience research in early education, monitoring and evaluation for educational and teaching activities, and learning analysis based on multimodal data fusion.