Methodology Development in Adult Learning Research : Combining Physiological Reactions and Learning Experiences in Simulation-Based Learning Environments
Silvennoinen, M., Vesisenaho, M., Manu, M., Kullberg, T., Malinen, A., & Parviainen, T. (2020). Methodology Development in Adult Learning Research : Combining Physiological Reactions and Learning Experiences in Simulation-Based Learning Environments. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), EDULEARN20 Proceedings. 12th International Conference on Education and New Learning Technologies (pp. 5037-5046). IATED. EDULEARN Proceedings. https://doi.org/10.21125/edulearn.2020.1316
Published inEDULEARN Proceedings
DisciplinePsykologiaAikuiskasvatustiedeMonitieteinen aivotutkimuskeskusPsychologyAdult EducationCentre for Interdisciplinary Brain Research
© 2020 IATED
We aim to clarify whether physiological measurement technologies can be used in combination with traditional educational research methods to investigate learning experience. We developed an interdisciplinary research design for multilevel investigation of adult learning experience. We collected data in aviation simulations and forestry simulations, to show both similarities and differences between different learning situations. Both settings utilize high quality virtual simulations allowing learning to occur in near authentic situations. The learning situations were structured pedagogically in a similar way. They involve learner-instructor interaction in a one-on-one setting and follow a traditional simulation-based learning protocol with preparation, action and debriefing. The instructor guides the learner through progressively more difficult simulation exercises, allowing to extract experiential, physiological and neurophysiological correlates that reliably associate with the demands of the learning in a naturalistic situation. 12 students and 4 teachers took part in the study. One student and one teacher were measured simultaneously during the learning situation. The data collection methods included both quantitative measures (synchronized heart rate variability, HRV, and electroencephalography, EEG, as well as structured questionnaires) and qualitative measures (individual interviews and video recordings). In addition to data collection during and immediately after the learning situations (1-2 hours measurements), HRV measures with an electronic diary were collected during a baseline period of 4 days. All learning situations were video recorded, and the recorded simulation exercises were annotated by the students during the interviews with a special emphasis on pointing out the episodes which were memorable and had particular meaning for learning. The qualitative and quantitative data are first analysed independently. For the quantitative data, the focus is on extracting reliable artefact-free signatures that reflect the state and reactivity of autonomic and central nervous system along different learning situations and task demands. The analysis of qualitative data emphasises understanding the episodes that participants considered meaningful during learning. In the next stage, qualitative and quantitative data is interpreted together to identify the reproducible elements in physiology that reflect emotionally and learning-wise meaningful episodes, in the learner and instructor separately, and in the interaction (synchrony measures) between learner and instructor. First priority is to establish understanding of the feasibility of achieving reliable physiological and neurophysiological correlates of learning experience during naturalistic learning situations. Second, if feasible, this type of design enables us to more comprehensively understand the factors that influence the individual experiences and success of learning interaction. Current theories concerning adult learning mainly approach learning at experiential (and psychological) level, and there is a lack of proper framework for integrating physiological measures in the same theory. Our holistic approach to adult learning thus enables also new research lines that can integrate individual experience, emotions, physiological and neurophysiological reactions during learning interaction. ...
Parent publication ISBN978-84-09-17979-4
ConferenceInternational Conference on Education and New Learning Technologies
Is part of publicationEDULEARN20 Proceedings. 12th International Conference on Education and New Learning Technologies
Publication in research information system
MetadataShow full item record
Related funder(s)Council of Tampere Region
Funding program(s)ERDF European Regional Development Fund, React-EU
Additional information about fundingKoKemus EAKR A75750
Showing items with similar title or keywords.
New Methods Deepening Understanding of Students' Experiences and Their Relation to Physiological Alertness Variations During Learning Silvennoinen, M.; Mikkonen, J.; Manu, M.; Malinen, A.; Parviainen, T.; Vesisenaho, M. (IATED Academy, 2019)In 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 ...
The focus and timing of gaze matters : Investigating collaborative knowledge construction in a simulation-based environment by combined video and eye tracking Lämsä, Joni; Kotkajuuri, Jimi; Lehtinen, Antti; Koskinen, Pekka; Mäntylä, Terhi; Kilpeläinen, Jasmin; Hämäläinen, Raija (Frontiers Media SA, 2022)Although eye tracking has been successfully used in science education research, exploiting its potential in collaborative knowledge construction has remained sporadic. This article presents a novel approach for studying ...
Vesisenaho, Mikko; Juntunen, Merja; Häkkinen, Päivi; Pöysä-Tarhonen, Johanna; Fagerlund, Janne; Miakush, Iryna; Parviainen, Tiina (University of Texas, 2019)Cognitive and emotional dimensions are often linked to each other in learning experiences. Moreover, emotions and engagement can lead to better outcomes at the cognitive level. Previous research has indicated that virtual ...
Lainema, Kirsi; Syynimaa, Kirsi; Lainema, Timo; Hämäläinen, Raija (Routledge, 2021)Extant research has identified the significance of technological affordances in computer-supported learning environments. However, until recently, there is scarcely empirical research on affordances for organizing collaboration ...