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...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-07-01
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| Series: | Sensors |
| Subjects: | |
| Online Access: | https://www.mdpi.com/1424-8220/22/15/5704 |
| _version_ | 1797440697388761088 |
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| author | Vesna Geršak Tina Giber Gregor Geršak Jerneja Pavlin |
| author_facet | Vesna Geršak Tina Giber Gregor Geršak Jerneja Pavlin |
| author_sort | Vesna Geršak |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-03-09T12:12:03Z |
| format | Article |
| id | doaj.art-aded1cb21f5a4c52ae8b35d49bac8400 |
| institution | Directory Open Access Journal |
| issn | 1424-8220 |
| language | English |
| last_indexed | 2024-03-09T12:12:03Z |
| publishDate | 2022-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Sensors |
| spelling | doaj.art-aded1cb21f5a4c52ae8b35d49bac84002023-11-30T22:51:26ZengMDPI AGSensors1424-82202022-07-012215570410.3390/s22155704Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?Vesna Geršak0Tina Giber1Gregor Geršak2Jerneja Pavlin3Faculty of Education, University of Ljubljana, 1000 Ljubljana, SloveniaFaculty of Education, University of Ljubljana, 1000 Ljubljana, SloveniaFaculty of Electrical Engineering, University of Ljubljana, 1000 Ljubljana, SloveniaFaculty of Education, University of Ljubljana, 1000 Ljubljana, SloveniaThis 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.https://www.mdpi.com/1424-8220/22/15/5704wearablesteaching approachesembodied cognitiondistance teachingsynchronizationknowledge gain |
| spellingShingle | Vesna Geršak Tina Giber Gregor Geršak Jerneja Pavlin Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches? Sensors wearables teaching approaches embodied cognition distance teaching synchronization knowledge gain |
| 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 | wearables teaching approaches embodied cognition distance teaching synchronization knowledge gain |
| url | https://www.mdpi.com/1424-8220/22/15/5704 |
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