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

Autor/inn/en	Pijeira-Díaz, Héctor J.; Drachsler, Hendrik; Kirschner, P. A.; Järvelä, S.
Titel	Profiling sympathetic arousal in a physics course: How active are students?
Quelle	In: Journal of computer assisted learning, 34 (2018) 4, S. 397-408Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1365-2729
DOI	10.1111/jcal.12271
Schlagwörter	Aufmerksamkeit; Emotion; Kognitiver Prozess; Finnland; Langeweile; Physikunterricht; Prüfung; Schüler; Aufmerksamkeit; Lernmotivation; Analyse; Lernerfolg; Computerunterstütztes Verfahren; Kognitiver Prozess; Interesse; Wirkung; Sekundarstufe II; Schüler; Lernerfolg; Prüfung; Schulnote; Aktives Lernen; Interesse; Langeweile; Lernmotivation; Lernprozess; Computerunterstütztes Verfahren; Messverfahren; Physikunterricht; Psychophysiologie; Analyse; Einflussfaktor; Wirkung; Finnland
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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1