Profiling sympathetic arousal in a physics course: How active are students?

Journal of Computer Assisted Learning - Tập 34 Số 4 - Trang 397-408 - 2018
Héctor J. Pijeira‐Díaz1, Hendrik Drachsler2,3,4, Paul A. Kirschner1,4, Sanna Järvelä1
1Faculty of Education, University of Oulu, Finland
2German Institute for International Educational Research (DIPF), Germany
3Goethe University Frankfurt, Germany
4Welten Institute, Open University of the Netherlands, Netherlands

Tóm tắt

AbstractLow arousal states (especially boredom) have been shown to be more deleterious to learning than high arousal states, though the latter have received much more attention (e.g., test anxiety, confusion, and frustration). Aiming at profiling arousal in the classroom (how active students are) and examining how activation levels relate to achievement, we studied sympathetic arousal during two runs of an elective advanced physics course in a real classroom setting, including the course exam. Participants were high school students (N = 24) who were randomly selected from the course population. Arousal was indexed from electrodermal activity, measured unobtrusively via the Empatica E4 wristband. Low arousal was the level with the highest incidence (60% of the lesson on average) and longest persistence, lasting on average three times longer than medium arousal and two times longer than high arousal level occurrences. During the course exam, arousal was positively and highly correlated (r = .66) with achievement as measured by the students' grades. Implications for a need to focus more on addressing low arousal states in learning are discussed, together with potential applications for biofeedback, teacher intervention, and instructional design.

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Thông tin xuất bản

Journal of Computer Assisted Learning

Tập 34 Số 4

397-408

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