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dc.contributor.authorSilvennoinen, Minna
dc.contributor.authorVesisenaho, Mikko
dc.contributor.authorManu, Mari
dc.contributor.authorKullberg, Tiina
dc.contributor.authorMalinen, Anita
dc.contributor.authorParviainen, Tiina
dc.contributor.editorGómez Chova, L.
dc.contributor.editorLópez Martínez, A.
dc.contributor.editorCandel Torres, I.
dc.date.accessioned2020-08-17T13:36:19Z
dc.date.available2020-08-17T13:36:19Z
dc.date.issued2020
dc.identifier.citationSilvennoinen, 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.), <i>EDULEARN20 Proceedings. 12th International Conference on Education and New Learning Technologies</i> (pp. 5037-5046). IATED. EDULEARN Proceedings. <a href="https://doi.org/10.21125/edulearn.2020.1316" target="_blank">https://doi.org/10.21125/edulearn.2020.1316</a>
dc.identifier.otherCONVID_41718412
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/71421
dc.description.abstractWe 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherIATED
dc.relation.ispartofEDULEARN20 Proceedings. 12th International Conference on Education and New Learning Technologies
dc.relation.ispartofseriesEDULEARN Proceedings
dc.rightsIn Copyright
dc.subject.otherphysiological measurement
dc.subject.otherheart rate variability
dc.subject.othereeg
dc.subject.otherlearning experience
dc.subject.otheradult learning
dc.subject.otheremotion
dc.titleMethodology Development in Adult Learning Research : Combining Physiological Reactions and Learning Experiences in Simulation-Based Learning Environments
dc.typeconferenceObject
dc.identifier.urnURN:NBN:fi:jyu-202008175556
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineAikuiskasvatustiedefi
dc.contributor.oppiaineMonitieteinen aivotutkimuskeskusfi
dc.contributor.oppiaineHyvinvoinnin tutkimuksen yhteisöfi
dc.contributor.oppiainePsychologyen
dc.contributor.oppiaineAdult Educationen
dc.contributor.oppiaineCentre for Interdisciplinary Brain Researchen
dc.contributor.oppiaineSchool of Wellbeingen
dc.type.urihttp://purl.org/eprint/type/ConferencePaper
dc.relation.isbn978-84-09-17979-4
dc.type.coarhttp://purl.org/coar/resource_type/c_5794
dc.description.reviewstatuspeerReviewed
dc.format.pagerange5037-5046
dc.relation.issn2340-1125
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 IATED
dc.rights.accesslevelopenAccessfi
dc.relation.conferenceInternational Conference on Education and New Learning Technologies
dc.relation.grantnumberA75070
dc.subject.ysoaikuiskoulutus
dc.subject.ysooppiminen
dc.subject.ysosimulointi
dc.subject.ysofysiologiset vaikutukset
dc.subject.ysotunteet
dc.subject.ysoneurofysiologia
dc.subject.ysomittaus
dc.subject.ysosimulaatioharjoittelu
dc.subject.ysooppimiskokemukset
dc.subject.ysosyke
dc.subject.ysooppimisympäristö
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p300
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p4787
jyx.subject.urihttp://www.yso.fi/onto/yso/p11511
jyx.subject.urihttp://www.yso.fi/onto/yso/p3485
jyx.subject.urihttp://www.yso.fi/onto/yso/p2316
jyx.subject.urihttp://www.yso.fi/onto/yso/p4794
jyx.subject.urihttp://www.yso.fi/onto/yso/p31591
jyx.subject.urihttp://www.yso.fi/onto/yso/p16215
jyx.subject.urihttp://www.yso.fi/onto/yso/p3751
jyx.subject.urihttp://www.yso.fi/onto/yso/p4835
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.21125/edulearn.2020.1316
dc.relation.funderCouncil of Tampere Regionen
dc.relation.funderPirkanmaan liittofi
jyx.fundingprogramERDF European Regional Development Fund, React-EUen
jyx.fundingprogramEAKR Euroopan aluekehitysrahasto, React-EUfi
jyx.fundinginformationKoKemus EAKR A75750
dc.type.okmA4


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