{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86700"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86700","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Light up the Brain: The Examination of Cognitive Dynamics During Video Composition with fNIRS","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Chang, Christine"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Bruce, David","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-21T21:36:37Z","date_published":"2025-02-21T21:36:37Z","updated_at":"2026-07-27T19:05:34Z","subjects":["education","educational technology","language"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86700","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bruce, David","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Chang, Christine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-21T21:36:37Z","2020"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["education","educational technology","language"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86700"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","Digital Video (DV) is a valuable writing tool for the 21st-century classroom that expands learners' compositional choices with multimodal representation (Miller & Bruce, 2017). As a composition genre, the social and cognitive aspects of video composition are intertwined, similarly to the print composition process. Non-direct methods such as think-aloud protocols provide insights into learners' composition processes, yet these methods are not without limitations. With the advance of technology and the support of Educational Neuroscience (EN), an increasing number of studies have explored the potential of physiological measurements, such as functional near-infrared spectroscopy (fNIRS), to provide direct and consistent visualization and observation of brain activities, giving insight into learners' cognitive dynamics while composing (Lamb, Hand, & Yoon, 2017). Thus, this dissertation study analyzed 8 learners' hemodynamic responses measured by fNIRS, screen-recordings of learners' video composition processes, and post-interviews. Learners' videos were collected and analyzed through a mixed-method approach focusing on learners': (a) perceptions and performances of their video composition processes and videos; and (b) cognitive dynamics during the stages of video composition adapted from Bruce's (2009) model. Patterns of the video composition process and idiosyncratic composing styles were identified. Multimodal resources were orchestrated by learners to make design choices with the available resources. Each learner's cognitive dynamics showed significant differences during the various video composition stages. This exploratory study showed that fNIRS could provide a new and powerful direct access to examine video composition as an embodied learning experience in addition to non-direct measurements. This interdisciplinary study also shows the value of the collaboration of education, psychology, and neuroscience fields. The contributions to writing research and instruction are further discussed.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Light up the Brain: The Examination of Cognitive Dynamics During Video Composition with fNIRS"]}]}],"canonical_facts":{"dc:contributor":["Bruce, David","Learning and Instruction"],"dc:creator":["Chang, Christine"],"dc:date":["2025-02-21T21:36:37Z","2020"],"dc:description":["Ph.D.","Digital Video (DV) is a valuable writing tool for the 21st-century classroom that expands learners' compositional choices with multimodal representation (Miller & Bruce, 2017). As a composition genre, the social and cognitive aspects of video composition are intertwined, similarly to the print composition process. Non-direct methods such as think-aloud protocols provide insights into learners' composition processes, yet these methods are not without limitations. With the advance of technology and the support of Educational Neuroscience (EN), an increasing number of studies have explored the potential of physiological measurements, such as functional near-infrared spectroscopy (fNIRS), to provide direct and consistent visualization and observation of brain activities, giving insight into learners' cognitive dynamics while composing (Lamb, Hand, & Yoon, 2017). Thus, this dissertation study analyzed 8 learners' hemodynamic responses measured by fNIRS, screen-recordings of learners' video composition processes, and post-interviews. Learners' videos were collected and analyzed through a mixed-method approach focusing on learners': (a) perceptions and performances of their video composition processes and videos; and (b) cognitive dynamics during the stages of video composition adapted from Bruce's (2009) model. Patterns of the video composition process and idiosyncratic composing styles were identified. Multimodal resources were orchestrated by learners to make design choices with the available resources. Each learner's cognitive dynamics showed significant differences during the various video composition stages. This exploratory study showed that fNIRS could provide a new and powerful direct access to examine video composition as an embodied learning experience in addition to non-direct measurements. This interdisciplinary study also shows the value of the collaboration of education, psychology, and neuroscience fields. The contributions to writing research and instruction are further discussed.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86700"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["education","educational technology","language"],"dc:title":["Light up the Brain: The Examination of Cognitive Dynamics During Video Composition with fNIRS"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:34Z"}