Behavioural Science Institute, Radboud University, 6525 XZ Nijmegen, The Netherlands.
Sensors (Basel). 2021 Nov 26;21(23):7869. doi: 10.3390/s21237869.
There is a strong increase in the use of devices that measure physiological arousal through electrodermal activity (EDA). Although there is a long tradition of studying emotions during learning, researchers have only recently started to use EDA to measure emotions in the context of education and learning. This systematic review aimed to provide insight into how EDA is currently used in these settings. The review aimed to investigate the methodological aspects of EDA measures in educational research and synthesize existing empirical evidence on the relation of physiological arousal, as measured by EDA, with learning outcomes and learning processes. The methodological results pointed to considerable variation in the usage of EDA in educational research and indicated that few implicit standards exist. Results regarding learning revealed inconsistent associations between physiological arousal and learning outcomes, which seem mainly due to underlying methodological differences. Furthermore, EDA frequently fluctuated during different stages of the learning process. Compared to this unimodal approach, multimodal designs provide the potential to better understand these fluctuations at critical moments. Overall, this review signals a clear need for explicit guidelines and standards for EDA processing in educational research in order to build a more profound understanding of the role of physiological arousal during learning.
通过皮肤电活动(EDA)来测量生理唤醒的设备的使用正在大幅增加。尽管人们长期以来一直在研究学习过程中的情绪,但研究人员直到最近才开始使用 EDA 来测量教育和学习背景下的情绪。本系统评价旨在深入了解 EDA 在这些环境中的当前应用情况。该评价旨在研究教育研究中 EDA 测量的方法学方面,并综合现有的关于生理唤醒(通过 EDA 测量)与学习成果和学习过程之间关系的实证证据。方法学结果表明,EDA 在教育研究中的使用存在相当大的差异,并且表明几乎没有隐含的标准。关于学习的结果显示,生理唤醒与学习成果之间的关联不一致,这主要归因于潜在的方法学差异。此外,EDA 在学习过程的不同阶段经常波动。与这种单模态方法相比,多模态设计有可能更好地理解关键时刻的这些波动。总体而言,本评价表明,为了更深入地了解学习过程中生理唤醒的作用,教育研究中需要明确的 EDA 处理准则和标准。