Profiling sympathetic arousal in a physics course: How active are students?
Abstract: Low 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)...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 4; pp. 397 - 409 |
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| Autores principales: | , , , |
| Formato: | research tables/charts tracings Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=130898738&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 130898738 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2018 vid: 34 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 130898738 130898738 130898738 10.1111/jcal.12271 130898738 ppf: 397 ppct: 12 formats: tig: atl: Profiling sympathetic arousal in a physics course: How active are students? aug: au: Pijeira-Díaz, H. J. Drachsler, H. Kirschner, P. A. Järvelä, S. affil: Faculty of Education, University of Oulu, Finland sug: subj: Learning Arousal Physics Education Students, High School Finland Human Cognition Emotions Skin Physiology Finland Wearable Sensors Data Analysis Software Pearson's Correlation Coefficient Funding Source Experimental Studies ab: Abstract: Low 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. pubtype: Academic Journal doctype: research tables/charts tracings Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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