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dc.contributor.authorSilvennoinen, M.
dc.contributor.authorMikkonen, J.
dc.contributor.authorManu, M.
dc.contributor.authorMalinen, A.
dc.contributor.authorParviainen, T.
dc.contributor.authorVesisenaho, M.
dc.contributor.editorGómez Chova, L.
dc.contributor.editorLópez Martínez, A.
dc.contributor.editorTorres, Candel
dc.date.accessioned2019-10-24T08:33:28Z
dc.date.available2019-10-24T08:33:28Z
dc.date.issued2019
dc.identifier.citationSilvennoinen, M., Mikkonen, J., Manu, M., Malinen, A., Parviainen, T., & Vesisenaho, M. (2019). New Methods Deepening Understanding of Students' Experiences and Their Relation to Physiological Alertness Variations During Learning. In L. Gómez Chova, A. López Martínez, & C. Torres (Eds.), <i>EDULEARN19 Proceedings. 11th International Conference on Education and New Learning Technologies</i> (pp. 9219-9228). IATED Academy. EDULEARN Proceedings. <a href="https://doi.org/10.21125/edulearn.2019.2290" target="_blank">https://doi.org/10.21125/edulearn.2019.2290</a>
dc.identifier.otherCONVID_33285894
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/66019
dc.description.abstractIn this study we explored whether physiological measurement technologies could be used in a combination with traditional educational research methods to investigate learning experiences. We aimed, first, to explore individual physiological reactions during learning and how these reactions relate to experiences, emotions and contexts of learning and, second, to test new methodology and its suitability for investigating learning. The data was collected during a teacher education programme in a Finnish university. A total of 14 students participated in the study. The data was collected during two contact periods of three days and the weekends after them, ten days in total. We used a mixed method approach and collected various kind of data: quantitative heart rate variability data, qualitative diaries, videos, interviews and questionnaires. Heart rate variability data was analyzed by using SPSS, interviews were transcribed, and a content analysis was performed. Meaningful learning episodes and experiences reported by the students were linked to the physiological data. In addition to the heart rate variability analysis on sequential learning related activities, the heart rate variability between different days and periods was also conducted. Overall heart rate variability varied between days and showed recovery during weekends. The daily differences in physiological alertness (derived from heart rate variability analysis) corresponded to the student reports, suggesting that small group work facilitated by the teacher was physiologically more alerting/engaging and also experienced as more meaningful than the lectures. In addition, comparisons between sequential activities with similar learning situations but with different contents showed differences in alertness. This may be due to subtle changes in the composition of the activities or students’ physiological state. Exploring learning in natural contexts involves challenges, such as various uncontrolled variables in people's lives. Therefore, further studies with larger samples, different contexts and meaningful episodes related more detail analyses are needed.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherIATED Academy
dc.relation.ispartofEDULEARN19 Proceedings. 11th International Conference on Education and New Learning Technologies
dc.relation.ispartofseriesEDULEARN Proceedings
dc.rightsIn Copyright
dc.subject.otherlearning experience
dc.subject.otherphysiological measurement
dc.subject.otheradult learning
dc.subject.otheremotion
dc.subject.otherheart rate variability
dc.titleNew Methods Deepening Understanding of Students' Experiences and Their Relation to Physiological Alertness Variations During Learning
dc.typeconferenceObject
dc.identifier.urnURN:NBN:fi:jyu-201910244584
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosKemian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Chemistryen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineAikuiskasvatustiedefi
dc.contributor.oppiaineTeknologiakasvatusfi
dc.contributor.oppiainePsychologyen
dc.contributor.oppiaineAdult Educationen
dc.contributor.oppiaineTechnology Educationen
dc.type.urihttp://purl.org/eprint/type/ConferencePaper
dc.relation.isbn978-84-09-12031-4
dc.description.reviewstatuspeerReviewed
dc.format.pagerange9219-9228
dc.relation.issn2340-1117
dc.type.versionacceptedVersion
dc.rights.copyright© the Authors & IATED Academy, 2019
dc.rights.accesslevelopenAccessfi
dc.relation.conferenceInternational Conference on Education and New Learning Technologies
dc.subject.ysotunteet
dc.subject.ysosyke
dc.subject.ysofysiologiset vaikutukset
dc.subject.ysooppiminen
dc.subject.ysooppimiskokemukset
dc.subject.ysoaikuiskoulutus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p3485
jyx.subject.urihttp://www.yso.fi/onto/yso/p3751
jyx.subject.urihttp://www.yso.fi/onto/yso/p11511
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p16215
jyx.subject.urihttp://www.yso.fi/onto/yso/p300
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.21125/edulearn.2019.2290


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