As students return to the classroom and the academic year kicks off, it’s worth acknowledging that the campus is not just a setting for learning. The classroom and the academic processes within it are ripe for study. The application of physiological and psychological signals in education research has become increasingly vital to understanding academic performance and optimizing teaching methods.
With the proliferation of online teaching, particularly during the COVID-19 pandemic, researchers have gained unprecedented access to diverse digital learning environments. By analyzing data like eye-tracking, heart rate, and brain activity, alongside cognitive and emotional responses, educators and scientists can better assess the effectiveness of these tools, offering insights that could revolutionize how we approach learning in the digital age.
A study by researchers in Montreal, Canada examined the impact various video formats had on student engagement and performance during online learning sessions. The research team employed a combination of electrodermal activity (EDA) and facial movement to measure cognitive response to video stimuli. Two groups of study participants were each shown different formats of online learning courses. The first group watched an infographic-based video comprising animated graphics, images, and text. The second viewed a video capture of a professor lecturing in a classroom setting. Cognitive and emotional engagement data were gathered from both groups via BIOPAC wireless EDA amplifiers connected to a BIOPAC data acquisition and analysis system. Further measurement of emotional engagement was conducted using a facial recognition system with facial emotion analysis software. Results of the study showed that while the recorded lecture provided greater emotional engagement over a shorter period, the infographic video results showed a higher level of emotional and cognitive engagement over longer periods resulting in heightened levels of student performance overall.
Increased reliance on computer-focused teaching methods has sparked interest in the psychological and physiological impacts of this approach. A study by a pair of researchers at the Technical University of Munich looked at the physical and emotional responses students experienced in computer-based learning environments (CBLE) to determine if these metrics provided insight into academic performance. The research team gathered a combination of EDA, heart rate (HR), and self-reported data from 32 participants in a CBLE lab. EDA was gathered using a BIOPAC lead set connected to an MP36 data acquisition system running Biopac Student Lab software. Raw electrocardiogram (ECG) data was also collected via the MP36, while heart rate variability (HRV) was calculated using third-party analysis software. Researchers compared physiological data to participant responses. Negative academic affective responses to CBLEs were reflected in increased EDA and HR levels. EDA also showed a positive correlation with learning performance, while increased student boredom was reflected in decreased heart rate. Researchers concluded that EDA could be used as an accurate predictor of academic success in CBLEs.
While the addition of virtual learning environments has created new opportunities in digital education, it has also drawn considerable interest as well as sparked some debate among educators regarding their effectiveness and impact on students. Researchers from the University of California, Santa Barbara and the University of Wisconsin published the results of a collaborative study into how immersive virtual reality (IVR) systems are being used in education and their effect on both cognitive and affective processing. Study participants were divided into two student groups. One viewed a biology lesson on the human bloodstream as an interactive animated journey in IVR while the other viewed a slideshow on a desktop monitor. EEG and ECG data were gathered using a B-Alert wireless EEG system while PPG and EDA signals were collected via a BioNomadix Wireless Amplifier. All data was fed into an MP160 data acquisition system running AcqKnowledge. The study concluded that students using the IVR environments not only performed at lower levels than their counterparts using non-IVR methods, but data also suggested higher levels of distraction and reduced engagement in the IVR group based on EEG measures than those who viewed the slideshow. According to the published study, “results support the notion that immersive environments create high affective and cognitive distraction, which leads to poorer learning outcomes than desktop environments.”
The frontier of digital learning is just beginning to be explored. BIOPAC has the tools for gathering a wide range of physiological and psychological data on digital and virtual learning environments. For additional information on integrating digital solutions into your study, see our Webinars page.
Are you planning an education study using physiological signals and data, VR, facial recognition, or eye tracking? Our regional sales staff is ready to help you find the right tools for the job.
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