Human-Technology Frontier: Measuring Student Performance-Related Responses to Authentic Engineering Education Activities via Physiological Sensing.
Human-Technology Frontier: Measuring Student Performance-Related Responses to Authentic Engineering Education Activities via Physiological Sensing.
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人类技术前沿：通过生理感知测量学生对真实工程教育活动的表现相关反应。
DOI：
10.1007/978-3-030-80840-2_39
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Graham, M.
中科院分区：
文献类型：
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作者：
Villanueva Alarcón, I.;Marte Zorilla, E.;Husman, J.;Graham, M.
多模态方法通过评估对学习或工作环境的真实反应，越来越多地显示出探索工程人性化方面的希望。本研究探讨了非侵入性生理手腕传感器在测量一组161名参加真实工程实践考试的工程专业学生的反应和调节反应中的实用性。实践考试被归类为概念问题（例如，死记硬背）和分析问题（例如，需要通过方程和自由体图应用所学概念）。通过皮肤电活动和性能指标来测量反应。研究结果表明，实践考试的问题，即使被设计为在中等范围内的困难，影响学生的反应和调节他们的表现的问题（所看到的更强的正相关分析问题），这些可能会发生通过多组件的过程。
Multi-modal approaches have increasingly shown promise in exploring the human side of engineering via the assessment of authentic responses to learning or working environments. This study explores the utility of non-invasive physiological wrist sensors in measuring the reactive and regulatory responses of a group of 161 engineering students taking an authentic engineering practice exam. The practice exam was categorized into Conceptual problems (e.g., rote memorization) and Analytical problems (e.g., requiring application of learned concepts through equations and free-body diagrams). Responses were measured through electrodermal activity and indicators of performance. Findings identified that the type of practice exam problem, even if designed to be within the moderate range of difficulty, influenced how students reacted to and regulated their performance to the problem (as seen by stronger positive correlations in the Analytical problems) and that these may occur via multi-componential processes.