Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19

Autor/inn/en	Ladino Nocua, Andrea Catalina; Cruz Gonzalez, Joan Paola; Castiblanco Jimenez, Ivonne Angelica; Gomez Acevedo, Juan Sebastian; Marcolin, Federica; Vezzetti, Enrico
Titel	Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19
Quelle	In: Education Sciences, 11 (2021), Artikel 540 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ladino Nocua, Andrea Catalina) ORCID (Cruz Gonzalez, Joan Paola) ORCID (Castiblanco Jimenez, Ivonne Angelica)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Learner Engagement; Cognitive Processes; Metabolism; Physiology; Measurement Techniques; Learning Analytics; Data Use; Distance Education; Electronic Learning; COVID-19; Pandemics; College Students; Foreign Countries; Colombia (Bogota) + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Stoffwechsel; Physiologie; Messtechnik; Distance study; Distance learning; Fernunterricht; Collegestudent; Ausland
Abstract	Student engagement allows educational institutions to make better decisions regarding teaching methodologies, methods for evaluating the quality of education, and ways to provide timely feedback. Due to the COVID-19 pandemic, identifying cognitive student engagement in distance learning has been a challenge in higher education institutions. In this study, we implemented a non-self-report method assessing students' heart rate data to identify the cognitive engagement during active learning activities. Additionally, as a supplementary tool, we applied a previously validated self-report method. This study was performed in distance learning lessons on a group of university students in Bogota, Colombia. After data analysis, we validated five hypotheses and compared the results from both methods. The results confirmed that the heart rate assessment had a statistically significant difference with respect to the baseline during active learning activities, and this variance could be positive or negative. In addition, the results show that if students are previously advised that they will have to develop an a new task after a passive learning activity (such as a video projection), their heart rate will tend to increase and consequently, their cognitive engagement will also increase. We expect this study to provide input for future research assessing student cognitive engagement using physiological parameters as a tool. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01