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Session Type: Symposium
This session reports on studies from the US, Germany, and the Netherlands that use physiological data (e.g., electrodermal activity and heart rate measures) to develop our understanding of students’ and teachers’ experiences in teaching and learning interactions. Physiological data can supplement other data sources by providing evidence about an individual’s experiences that the individual may not be conscious of or may not remember. New technologies allow for the collection of physiological data in real-time interactions. Nevertheless, methodological and logistical challenges remain. In this session, we report recent advancements and developments in the use of physiological data in research on learning and teaching, and raise conceptual questions regarding the connection between physiological measures, stress, and emotions.
How Does Content Difficulty Impact Physiological Responses and Performance During Learning With Advanced Learning Technologies? - Michelle Taub, University of Central Florida; Roger Azevedo, University of Central Florida
Task Order Matters: Emotional and Physiological Reactions to Difficult Tasks - Anna-Lena Roos, Fachhochschule Nordwestschweiz; Thomas Goetz, University of Vienna; Maike Krannich, Universität Zürich; Maik Bieleke, University of Konstanz
Electrodermal Activity and Self-Report Measures: Converging and Independent Evidence of Emotions' Impact on Exam Performance - Jenefer E. Husman, University of Oregon; Matthew C Graham, University of Oregon; Keith Zvoch, University of Oregon; Idalis Villanueva, University of Florida; Darcie Christensen, Utah State University; Md. Tarique Hasan Khan, Utah State University; Shawn Lampkins, University of Oregon; Reinhard Pekrun, University of Essex
The Potential of Teachers' Heart Rate Variability as a Measure of Teacher and Student Experiences - Brianna L. Kennedy, Utrecht University; Monika H Donker, Utrecht University; Daan Scheepers, Leiden University
Teacher-Student Interactions and Teacher's Heart Rate - Robin Junker, University of Münster; Monika H Donker, Utrecht University; Manfred Holodynski, Westfalische Wilhelms-Universitaet Muenster