Venera Gashaj


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Gashaj

First Name

Venera

ORCID

0000-0002-1979-5910

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2014 - 201952020 - 202413
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Publications 1 - 10 of 18
  • Synchronous Brain Activities in Mathematical Task Processing
    Item type: Conference Paper
    Tobler, Samuel; Poikonen, Hanna; Gashaj, Venera; et al. (2023)
    Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023
  • Designing for Embodied Sense-making of Mathematics: Perspectives on Directed and Spontaneous Bodily Actions
    Item type: Conference Paper
    Chatain, Julia; Gashaj, Venera; Muttappillil, Bibin; et al. (2024)
    DIS '24: Proceedings of the 2024 ACM Designing Interactive Systems Conference
    While mathematics is conventionally viewed as an abstract discipline, contemporary perspectives on embodied cognition underscore the signifcance of integrating students’ bodily experiences into the learning process. However, the efcacy of embodied learning activities, as compared to traditional methods, remains under scrutiny. We argue that both directed and spontaneous bodily actions should be considered when designing embodied learning activities, and explore such bodily actions through two studies. A quantitative user study involving directed bodily actions in Virtual Reality and on tablet reveals vr’s support for math-anxious and body-aware learners, and distinct movement patterns related to varying mathematical abilities. A subsequent qualitative analysis identifes key characteristics of spontaneous bodily actions, namely coarseness, muscle tension, repetitions, anchors, perspective, and metaphors. Derived from both studies, we propose design recommendations, advocating for expanded embodied interaction design, consideration of embodied metaphors, coarse gesturing for deep features identifcation, supporting of sense-making anchors, and in-vr learning assessments.
  • Math on cortex – Underlying delta synchrony during naturalistic math demonstrations in math experts and novices
    Item type: Conference Paper
    Poikonen, Hanna; Tobler, Samuel; Trninic, Dragan; et al. (2022)
    Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022
    Neuroimaging studies show that expertise in math shapes brain functions. To understand the brain processes behind complex math tasks and manipulation of large abstract concepts, we need to study the brain with naturalistic stimuli. Such stimuli are, for example, long math demonstrations that evoke simultaneous and overlapping cognitive and metacognitive processes. In our EEG study, we compared math experts and novices while they actively processed long math demonstrations in sitting and standing. Experts had an enhanced delta (0.5-4 Hz) phase synchrony over the centro-parieto-occipital electrodes compared to novices. Internal concentration and engagement may play a role in such enhanced delta synchrony.
  • Motor skills in kindergarten: Internal structure, cognitive correlates and relationships to background variables
    Item type: Journal Article
    Oberer, Nicole; Gashaj, Venera; Roebers, Claudia M. (2017)
    Human Movement Science
    The present study aimed to contribute to the discussion about the relation between motor coordination and executive functions in preschool children. Specifically, the relation between gross and fine motor skills and executive functions as well as the relation to possible background variables (SES, physical activity) were investigated. Based on the data of N = 156 kindergarten children the internal structure of motor skills was investigated and confirmed the theoretically assumed subdivision of gross and fine motor skills. Both, gross and fine motor skills correlated significantly with executive functions, whereas the background variables seemed to have no significant impact on the executive functions and motor skills. Higher order control processes are discussed as an explanation of the relation between executive functions and motor skills.
  • The Neural and Physiological Mechanisms of Learning through Productive Failure
    Item type: Other Conference Item
    Formaz, Cléa; Hoffmann, Sven; Gashaj, Venera; et al. (2021)
    EARLI 2021 online book of abstracts.
    Productive Failure is a learning design that creates conditions for learners to persist in generating and exploring representations and solution methods for solving complex, novel problems prior to formal instruction. There is a growing body of evidence that problem-solving followed by instruction can lead to better conceptual understanding and knowledge transfer, compared to instruction followed by problem-solving. This learning advantage occurs even in the face of initial failure to solve the problem. Research on productive failure yielded a number of cognitive mechanisms for why students learn better after encountering difficulties; however, the physiological mechanisms underpinning this process have yet to be explored. Recent research suggests a connection between heartbeats and cognitive processes, offering a novel method for investigating the physiological mechanisms of learning. Here, we introduce a novel means to explore the physiological mechanisms underlying the process of learning from failure, and argue for its usefulness. In particular, we aim to build a deeper explanatory basis of productive failure by exploring the impact of different heartbeat measurements and corroborating these measurements with behavioral signatures.
  • Math on cortex—enhanced delta phase synchrony in math experts during long and complex math demonstrations
    Item type: Journal Article
    Poikonen, Hanna; Tobler, Samuel; Trninic, Dragan; et al. (2024)
    Cerebral Cortex
    Neural oscillations are important for working memory and reasoning and they are modulated during cognitively challenging tasks, like mathematics. Previous work has examined local cortical synchrony on theta (4–8 Hz) and alpha (8–13 Hz) bands over frontal and parietal electrodes during short mathematical tasks when sitting. However, it is unknown whether processing of long and complex math stimuli evokes inter-regional functional connectivity. We recorded cortical activity with EEG while math experts and novices watched long (13–68 seconds) and complex (bachelor-level) math demonstrations when sitting and standing. Fronto-parietal connectivity over the left hemisphere was stronger in math experts than novices reflected by enhanced delta (0.5–4 Hz) phase synchrony in experts. Processing of complex math tasks when standing extended the difference to right hemisphere, suggesting that other cognitive processes, such as maintenance of body balance when standing, may interfere with novice’s internal concentration required during complex math tasks more than in experts. There were no groups differences in phase synchrony over theta or alpha frequencies. These results suggest that low-frequency oscillations modulate inter-regional connectivity during long and complex mathematical cognition and demonstrate one way in which the brain functions of math experts differ from those of novices: through enhanced fronto-parietal functional connectivity.
  • Grasping Derivatives with Embodied Interactions
    Item type: Conference Poster
    Chatain, Julia; Ramp, Virginia; Gashaj, Venera; et al. (2022)
  • There is more than “more is up”: Hand and foot responses reverse the vertical association of number magnitudes
    Item type: Journal Article
    Hartmann, Matthias; Gashaj, Venera; Stahnke, Antje; et al. (2014)
    Journal of Experimental Psychology. Human Perception and Performance
  • Math Self-Concept, Stereotypes, Achievement and Anxiety – A Cross-Sectional Study
    Item type: Other Conference Item
    von Bergen, Alexander; Cvencek, Dario; Ziegler, Esther; et al. (2022)
    Proceedings of the 44th Annual Conference of the Cognitive Science Society
  • Individual differences in basic numerical skills: The role of executive functions and motor skills
    Item type: Journal Article
    Gashaj, Venera; Oberer, Nicole; Mast, Fred W.; et al. (2019)
    Journal of Experimental Child Psychology
    The aim of the current study was to explore individual differences in basic numerical skills in a normative sample of 151 kindergarteners (mean age = 6.45 years). Whereas previous research claims a substantial link between executive functions and basic numerical skills, motor abilities have been put forward to explain variance in numerical skills. Regarding the current study, these two assumptions have been combined, revealing interesting results. Namely, executive functions (inhibition, switching, and visuospatial working memory) were found to relate to symbolic numerical skills, and motor skills (gross and fine motor skills) showed a significant correlation to nonsymbolic numerical skills. Suggesting that motor skills and executive functions are associated with basic numerical skills could lead to potential avenues for interventions in certain disorders or disabilities such as nonverbal learning disability, developmental dyscalculia, and developmental coordination disorder.
Publications 1 - 10 of 18