Faculty of Education, University of Ljubljana, 1000 Ljubljana, Slovenia.
Faculty of Electrical Engineering, University of Ljubljana, 1000 Ljubljana, Slovenia.
Sensors (Basel). 2022 Jul 30;22(15):5704. doi: 10.3390/s22155704.
This study describes how wearable devices can be used in elementary schools to compare some aspects of different teaching approaches. Upper arm wearables were used as an objective tool to compare three approaches when teaching science: (i) classical frontal teaching, (ii) embodied (kinesthetic) teaching, and (iii) a distance teaching approach. Using the wearables, the approaches were compared in terms of their impact on students' psychological arousal and perceived well-being. In addition, short-term and long-term knowledge gain and physiological synchronization between teacher and students during the lecture were assessed. A synchronization index was defined to estimate the degree of physiological synchronization. During distance teaching, by means of measurements with wearables, students were significantly less physically active and significantly less psychologically aroused. Embodied teaching allowed significantly higher physical activation than during the other two approaches. The synchronization index for all three teaching approaches was positive with the highest values for distance and frontal teaching. Moreover, knowledge gain immediately after the embodied lessons was higher than after frontal lessons. No significant differences in the long-term knowledge retention between the three different teaching methods were found. This pilot study proved that wearables are a useful tool in research in the field of education and have the potential to contribute to a deeper understanding of the mechanisms involved in learning, even in complex environments such as an elementary school classroom.
本研究描述了可穿戴设备如何在小学中使用，以比较不同教学方法的某些方面。使用上臂可穿戴设备作为客观工具，比较了三种科学教学方法：（i）传统的讲授式教学，（ii）体验式（动觉）教学，和（iii）远程教学方法。使用可穿戴设备，从学生的心理唤醒和感知幸福感方面评估了这些方法的影响。此外，还评估了在讲座过程中短期和长期的知识增益以及师生之间的生理同步性。定义了同步指数来评估生理同步的程度。在远程教学中，通过可穿戴设备的测量，学生的身体活动明显减少，心理唤醒明显降低。体验式教学比其他两种方法能显著提高身体的活跃度。所有三种教学方法的同步指数均为正，其中远程教学和讲授式教学的同步指数最高。此外，体验式教学后立即获得的知识增益高于讲授式教学后获得的知识增益。在三种不同教学方法之间没有发现长期知识保留方面的显著差异。这项初步研究证明了可穿戴设备是教育领域研究中的有用工具，具有为深入了解学习机制做出贡献的潜力，即使在复杂的环境中，如小学教室也是如此。
