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An Investigation on the P300 Event-relatedPotential and Brain Topographical Organization of Veterinary Medicine Students through Working Memory Training
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| Author:
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SUWIT UOPASAI, TASSANEE BUNTERM, KEOWNGANG TANG, CHUCHAT KAMOLLERD, PRAWIT BUTUDOM, JAREERAT AIEMSAARD
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| Abstract:
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The study was designed to investigate the effects of constructionism, metacognition, and neurocognitivebased(
CMEN) teaching model on veterinary medicine students’ P300 event-related potential and brain topographical
organization. Researchers sought to examine and compare the significant change after the intervention of CMEN with
working memory training and a conventional teaching model (CM) without working memory training in an
experimental and a control group, respectively. The total participants were 40 second year students from Faculty of
Veterinary Medicine, a public university in KhonKaen province, Thailand. They were equally distributed to 20 students
in each group and attended to the two different teaching models. Researchers employed an experimental research
pre-test and a post-test control group design and data was analyzed using 2X2 multivariate analysis of variance. Initial
results indicated that there was no significant difference between groups in all the dependent variables before
intervention. However, students in the experimental group showed a significant higher voltage at fronto-parietal
cortices than the control group. Moreover, the experimental group had shorter latency time and higher amplitude at
all electrode site compared to the control group. As a conclusion, the CMEN teaching model has greater effects
compared to the CM teaching model subsequently enhancing working memory ability.
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| Keyword:
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brain typographical organization, Constructionism, metacognition, and neurocognitive-based (CMEN) teaching model, P300 event-related potential, working memory
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| EOI:
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| DOI:
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https://doi.org/10.31838/ijpr/2019.11.01.032
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| Download:
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