Options
Surfacing stressful events during science learning
Citation
Tan, A.-L. (2020). Surfacing stressful events during science learning (Report No. SUG 12/17 TAL). National Institute of Education (Singapore), Office of Education Research.
Abstract
This project sits at the nexus of pedagogies and human physiological changes during learning. Recent evidences from neuroscience research suggest that there exist intricate relationships between affect and learning. In the proposal, affect include emotions, moods, and emotional climates. Emotions are intense, short lived, and highly conscious affective states that typically have a salient cause and great deal of cognitive content whereas moods are relatively low-intensity, diffuse, and enduring affective states that have no salient antecedent cause and there little cognitive content. (Forgas, 2001, p.15) Emotional climate refers to the collective state of emotional communion among students in a class (Tobin et al. 2013). Stress pertaining to emotions of fear, anger and disgust (Lerner, Gonzalez, Dahl, Hariri, & Taylor, 2007) is one of the affect that is experienced during learning. Stress has been implicated as one of the major contributor to depression, anxiety and heart diseases. An individual's response to stressful situation varies and hence identifying and understanding stressful situations during learning can serve to improve students' learning experiences. Beyond the traditional methods of using self-reported psychometric instruments (such as questionnaires and interviews) to assess stressful situations, technologies can provide critical in-the-moment information about individual physiological changes during learning. Relevant technologies include analysis of facial and/or audio expressions of a person, and biometrics such as oximetry to measure pulse rate and blood oxygen level. These technologies afford both real time analysis of data for instant visualization of information, as well as a record of the information for review after the instructional or learning event.
Date Issued
2020
Publisher
Office of Education Research, National Institute of Education, Singapore
Description
Note: Restricted to NIE staff.
Project
SUG 12/17 TAL
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore