Special Issue: Interactive Educational Media for the Neural and Cognitive Sciences

Understanding the functioning of brains is an extremely challenging endeavour - both for researches as well as for students. Interactive media and tools, like simulations, databases and visualizations or virtual laboratories proved to be not only indispensable in research but also in education to help understanding brain function. Accordingly, a wide range of such media and tools are now available and it is getting increasingly difficult to see an overall picture. Written by researchers, tool developers and experienced academic teachers, this special issue of Brains, Minds & Media covers a broad range of interactive research media and tools with a strong emphasis on their use in neural and cognitive sciences education. The focus lies not only on the tools themselves, but also on the question of how research tools can significantly enhance learning and teaching and how a curricular integration can be achieved. This collection gives a comprehensive overview of existing tools and their usage as well as the underlying educational ideas and thus provides an orientation guide not only for teaching researchers but also for interested teachers and students.

ModelDB in Computational Neuroscience Education - A research tool as interactive educational media

ModelDB's mission is to link computational models and publications, supporting the field of computational neuroscience (CNS) by making model source code readily available. It is continually expanding, and currently contains source code for more than 300 models that cover more than 41 topics. Investigators, educators, and students can use it to obtain working models that reproduce published results and can be modified to test for new domains of applicability. Users can browse ModelDB to survey the field of computational neuroscience, or pursue more focused explorations of specific topics. Here we describe tutorials and initial experiences with ModelDB as an interactive educational tool.

Methods and Applications in Interactive Broadcasting

Interactive TV technology has been addressed in many previous works, but there is sparse research on the topic of interactive content broadcasting and how to support the production process. In this article, the interactive broadcasting process is broadly defined to include studio technology and digital TV applications at consumer set-top boxes. In particular, augmented reality studio technology employs smart-projectors as light sources and blends real scenes with interactive computer graphics that are controlled at end-user terminals. Moreover, TV producer-friendly multimedia authoring tools empower the development of novel TV formats. Finally, the support for user-contributed content raises the potential to revolutionize the hierarchical TV production process, by introducing the viewer as part of content delivery chain.

Interactive Curriculum Based on Models of Mind & Brain

What does it mean for curriculum to be interactive? It encourages student engagement and active participation in both individual and group work. It offers teachers a coherent set of materials to choose from that can enhance their classes. It is the product of on-going development and continuous improvement based on research and feedback from the field. This paper will introduce work in progress from the Center for Excellence in Education, Science, and Technology (CELEST), an NSF Science of Learning Center. Among its many goals, CELEST is developing a unique educational curriculum, an interactive curriculum based upon models of mind and brain. Teachers, administrators, and governments are naturally concerned with how students learn. Students are greatly concerned about how minds work, including how to learn. CELEST aims to introduce curricula that not only meet current U.S. standards in mathematics, science, and psychology but also influence plans to improve those standards. Software and support materials are in development and available at http://cns.bu.edu/celest/private/. Interested parties are invited to contact the author for access.

BrainMaps.org - Interactive High-Resolution Digital Brain Atlases and Virtual Microscopy

BrainMaps.org is an interactive high-resolution digital brain atlas and virtual microscope that is based on over 20 million megapixels of scanned images of serial sections of both primate and non-primate brains and that is integrated with a high-speed database for querying and retrieving data about brain structure and function over the internet. Complete brain datasets for various species, including Homo sapiens, Macaca mulatta, Chlorocebus aethiops, Felis catus, Mus musculus, Rattus norvegicus, and Tyto alba, are accessible online. The methods and tools we describe are useful for both research and teaching, and can be replicated by labs seeking to increase accessibility and sharing of neuroanatomical data. These tools offer the possibility of visualizing and exploring completely digitized sections of brains at a sub-neuronal level, and can facilitate large-scale connectional tracing, histochemical and stereological analyses.

Presence in a Three-Dimensional Test Environment: Benefit or Threat to Market Research?

In market research, the adoption of interactive virtual reality-techniques could be expected to contain many advantages: artificial lab environments could be designed in a more realistic manner and the consideration of “time to the market”-factors could be improved. On the other hand, with an increasing degree of presence and the notional attendance in a simulated test environment, the market research task could fall prey to the tensing virtual reality adventure. In the following study a 3D-technique is empirically tested for its usability in market research. It will be shown that the interactive 3D-simulation is not biased by the immersion it generates and provides considerably better test results than 2D-stimuli do.

Learning in Virtual Worlds: Research and Applications

Three-dimensional (3D) immersive virtual worlds have been touted as being capable of facilitating highly interactive, engaging, multimodal learning experiences. Much of the evidence gathered to support these claims has been anecdotal but the potential that these environments hold to solve traditional problems in online and technology-mediated education—primarily learner isolation and student disengagement—has resulted in considerable investments in virtual world platforms like Second Life, OpenSimulator, and Open Wonderland by both professors and institutions. To justify this ongoing and sustained investment, institutions and proponents of simulated learning environments must assemble a robust body of evidence that illustrates the most effective use of this powerful learning tool. In this authoritative collection, a team of international experts outline the emerging trends and developments in the use of 3D virtual worlds for teaching and learning. They explore aspects of learner interaction with virtual worlds, such as user wayfinding in Second Life, communication modes and perceived presence, and accessibility issues for elderly or disabled learners. They also examine advanced technologies that hold potential for the enhancement of learner immersion and discuss best practices in the design and implementation of virtual world-based learning interventions and tasks. By evaluating and documenting different methods, approaches, and strategies, the contributors to Learning in Virtual Worlds offer important information and insight to both scholars and practitioners in the field. AU Press is an open access publisher and the book is available for free in PDF format as well as for purchase on our website: http://bit.ly/1W4yTRA