期刊
JOURNAL OF MEDICAL INTERNET RESEARCH
卷 24, 期 1, 页码 -出版社
JMIR PUBLICATIONS, INC
DOI: 10.2196/28368
关键词
web-based testing; neurocognitive assessment; COVID-19; executive functions; learning
资金
- Centre for Lifelong Learning and Individualized Cognition (CLIC)
- National Research Foundation, Prime Minister's Office, Singapore, under its Campus for Research Excellence and Technological Enterprise (CREATE) program
- Nanyang Technological University [M4081585.SS0]
- Ministry of Education (Singapore) [M4012105.SS0, M4011750.SS0]
- Biotechnology and Biological Sciences Research Council [H012508, BB/P021255/1]
- Wellcome Trust [205067/Z/16/Z]
- European Union [765121, 840271]
- Wellcome Trust [205067/Z/16/Z] Funding Source: Wellcome Trust
- Marie Curie Actions (MSCA) [840271] Funding Source: Marie Curie Actions (MSCA)
This study examines the opportunities and challenges of web-based testing and highlights the urgent need to establish a standard data quality assurance framework. The results show that remote guided testing data is statistically-equivalent to in-person data and could be an alternative for collecting high-quality cognitive data.
Background: The global COVID-19 pandemic has triggered a fundamental reexamination of how human psychological research can be conducted safely and robustly in a new era of digital working and physical distancing. Online web-based testing has risen to the forefront as a promising solution for the rapid mass collection of cognitive data without requiring human contact. However, a long-standing debate exists over the data quality and validity of web-based studies. This study examines the opportunities and challenges afforded by the societal shift toward web-based testing and highlights an urgent need to establish a standard data quality assurance framework for online studies. Objective: This study aims to develop and validate a new supervised online testing methodology, remote guided testing (RGT). Methods: A total of 85 healthy young adults were tested on 10 cognitive tasks assessing executive functioning (flexibility, memory, and inhibition) and learning. Tasks were administered either face-to-face in the laboratory (n=41) or online using remote guided testing (n=44) and delivered using identical web-based platforms (Cambridge Neuropsychological Test Automated Battery, Inquisit, and i-ABC). Data quality was assessed using detailed trial-level measures (missed trials, outlying and excluded responses, and response times) and overall task performance measures. Results: The results indicated that, across all data quality and performance measures, RGT data was statistically-equivalent to in-person data collected in the lab (P .40 for all comparisons). Moreover, RGT participants out-performed the lab group on measured verbal intelligence (P<.001), which could reflect test environment differences, including possible effects of mask-wearing on communication. Conclusions: These data suggest that the RGT methodology could help ameliorate concerns regarding online data quality-particularly for studies involving high-risk or rare cohorts-and offer an alternative for collecting high-quality human cognitive data without requiring in-person physical attendance.
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