Abstract:

Meaningful learning experience is not just a cognitive process, but it often includes emotional elements. Today’s physiological measurement tools, e.g. quantified self –technologies, allow tracking of physical activity, relaxation and wellbeing. Our project will explore whether these technologies could be used in combination with traditional methods to investigate learning - what happens in our body and mind during learning? We work as an interdisciplinary expertise team, covering adult and teacher education, neuroscience, psychology, cognitive sciences, and information technology.

We have two main research themes:
1) What kind of individual psychophysiological reactions appear during learning and how these relate to experiences, emotions and contexts of learning
2) What kind of methodology is suitable for investigating the moments of learning?

There is evidence that positive emotions may contribute to successful experiential learning (Abe 2011) and positive emotional experiences tend to be beneficial for adult learning (Zeivots, S. 2016). We know that stress relates to learning performance and motivation and it would be useful to investigate the mechanisms to gain knowledge for designing environments and settings that promote learning and learner well-being (Le Pine et al. 2004). Increased interest towards measuring learners’ emotions with learning analytics and recognizing important role of emotions in the learning and teaching process is emerging (Rienties & Rivers 2014; Rowe, A. D. & Fitness, J. 2018).

Data from an adult pedagogy course in a Finnish university was collected. A total of 14 students participated in the study. We collected HRV data (Heart rate variability) with related diaries and video recordings of course contact sessions. Each student was interviewed afterwards and asked about most meaningful learning experiences and other important learning moments. HRV data was analyzed by using statistical SPSS analytics. Interview data was transcribed. Video material was used to concretize the learning moments during the course days as well as diaries. The reported meaningful moments were linked to HRV -data.

The first results from HRV measurements indicate that differences seem greater between the three teaching days/sessions than between the structurally similar two measurement periods (months). Results also indicate that alertness/stress levels vary according to teaching methods and learning situations. Both qualitative and quantitative analysis refers to emotions, experienced meaningfulness and physiological reactions relating the instructor/peer feedback situations. Working in small groups were reported by the students of having more meaningful moments than participating lectures. We found higher or more varying alertness/stress levels from HRV data during these small group sessions compared to other learning situations.

The study indicates that it is possible to gather HRV data alongside with traditional education research methods to gain information on student’s alertness, stress and recovery levels during learning. However investigating learning in natural contexts involves challenges, such as various uncontrolled variables in people's lives. We will continue the research with larger samples and different learning contexts.

Keywords:

Learning experience, physiological measurement, adult learning, emotion, heart rate variability.