A4 Article in conference proceedings
New Methods Deepening Understanding of Students' Experiences and Their Relation to Physiological Alertness Variations During Learning (2019)


Silvennoinen, M.; Mikkonen, J.; Manu, M.; Malinen, A.; Parviainen, T.; Vesisenaho, M. (2019). New Methods Deepening Understanding of Students' Experiences and Their Relation to Physiological Alertness Variations During Learning. In Gómez Chova, L.; López Martínez, A.; Torres, Candel (Eds.) EDULEARN19 Proceedings. 11th International Conference on Education and New Learning Technologies, EDULEARN Proceedings. IATED Academy, 9219-9228. DOI: 10.21125/edulearn.2019.2290


JYU authors or editors


Publication details

All authors or editors: Silvennoinen, M.; Mikkonen, J.; Manu, M.; Malinen, A.; Parviainen, T.; Vesisenaho, M.

Parent publication: EDULEARN19 Proceedings. 11th International Conference on Education and New Learning Technologies

Parent publication editors: Gómez Chova, L.; López Martínez, A.; Torres, Candel

Conference:

International Conference on Education and New Learning Technologies

Place and date of conference: Palma, Spain, 1.-3.7.2019

ISBN: 978-84-09-12031-4

Journal or series: EDULEARN Proceedings

ISSN: 2340-1117

eISSN: 2340-1117

Publication year: 2019

Pages range: 9219-9228

Publisher: IATED Academy

Publication country: Spain

Publication language: English

DOI: http://doi.org/10.21125/edulearn.2019.2290

Open Access: Publication channel is not openly available

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/66019


Abstract

In this study we explored whether physiological measurement technologies could be used in a combination with traditional educational research methods to investigate learning experiences. We aimed, first, to explore individual physiological reactions during learning and how these reactions relate to experiences, emotions and contexts of learning and, second, to test new methodology and its suitability for investigating learning. The data was collected during a teacher education programme in a Finnish university. A total of 14 students participated in the study. The data was collected during two contact periods of three days and the weekends after them, ten days in total. We used a mixed method approach and collected various kind of data: quantitative heart rate variability data, qualitative diaries, videos, interviews and questionnaires. Heart rate variability data was analyzed by using SPSS, interviews were transcribed, and a content analysis was performed. Meaningful learning episodes and experiences reported by the students were linked to the physiological data. In addition to the heart rate variability analysis on sequential learning related activities, the heart rate variability between different days and periods was also conducted. Overall heart rate variability varied between days and showed recovery during weekends. The daily differences in physiological alertness (derived from heart rate variability analysis) corresponded to the student reports, suggesting that small group work facilitated by the teacher was physiologically more alerting/engaging and also experienced as more meaningful than the lectures. In addition, comparisons between sequential activities with similar learning situations but with different contents showed differences in alertness. This may be due to subtle changes in the composition of the activities or students’ physiological state. Exploring learning in natural contexts involves challenges, such as various uncontrolled variables in people's lives. Therefore, further studies with larger samples, different contexts and meaningful episodes related more detail analyses are needed.


Keywords: learning; learning experiences; adult education; emotions; physiological effects; pulse

Free keywords: learning experience; physiological measurement; adult learning; emotion; heart rate variability


Contributing organizations


Ministry reporting: Yes

Reporting Year: 2019

JUFO rating: 0


Last updated on 2020-18-08 at 13:10