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Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?

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) teac...

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Detalles Bibliográficos
Autores principales: Geršak, Vesna, Giber, Tina, Geršak, Gregor, Pavlin, Jerneja
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9370886/
https://www.ncbi.nlm.nih.gov/pubmed/35957261
http://dx.doi.org/10.3390/s22155704
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author Geršak, Vesna
Giber, Tina
Geršak, Gregor
Pavlin, Jerneja
author_facet Geršak, Vesna
Giber, Tina
Geršak, Gregor
Pavlin, Jerneja
author_sort Geršak, Vesna
collection PubMed
description 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.
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spelling pubmed-93708862022-08-12 Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches? Geršak, Vesna Giber, Tina Geršak, Gregor Pavlin, Jerneja Sensors (Basel) Article 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. MDPI 2022-07-30 /pmc/articles/PMC9370886/ /pubmed/35957261 http://dx.doi.org/10.3390/s22155704 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Geršak, Vesna
Giber, Tina
Geršak, Gregor
Pavlin, Jerneja
Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?
title Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?
title_full Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?
title_fullStr Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?
title_full_unstemmed Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?
title_short Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?
title_sort are psychophysiological wearables suitable for comparing pedagogical teaching approaches?
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9370886/
https://www.ncbi.nlm.nih.gov/pubmed/35957261
http://dx.doi.org/10.3390/s22155704
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