Exploring high school students’ emotions in energy illustrations by using EDA Sensors
Keywords:academic emotions, energy images, electrodermal activity EDA
Academic emotions are a multidimensional phenomenon (Pekrun et al., 2004; Shuman, V., & Scherer, K. R. 2014) involving different processes. However, the students’ cognition and outcomes are related directly to students’ academic emotions, the electrodermal Activity (EDA) is one of the electrical parameters that can be used to determine the emotional state including stress levels. In this presentation, we explore high school students’ emotions in physics by using those sensors. First, data from two different versions of EDA sensors are compared with self-reported emotions by using a computerized version of Self-Assessment Manikin (SAM) (Bradley & Lang,1994). In this step we compared our data to the data of the technical handbook (Lang et al., 2008). Second, we profile students’ emotions of energy images with EDA sensor data and self-reported data. The data from both EDA sensor systems are comparable. But no connection between EDA sensor data and self-reported data can be found. We also can differentiate different clusters of energy pictures according to students EDA levels.
This Study is Recipient of a DOC Fellowship of the Austrian Academy of Sciences at the Institute of Austrian Educational Competence Centre AECC, Physics Department.REFERENCES
Bradley, M. M., & Lang, P. J. (1994). Measuring emotion: The Self-Assessment Manikin and the Semantic Differential. Journal of Behavioral Therapy and Experimental Psychiatry, 25(1), 49-59.
Lang, P. J. (1980). Behavioral treatment and bio-behavioral assessment: Computer applications. In J. B. Sidowski, J. H. Johnson, & T A. Williams (Eds.), Technology in mental health care delivery systems, 119-13, Norwood, NJ: Ablex Publishing.
Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ). Anxiety, Stress & Coping: An International Journal, 17(3), 287–316. https://doi.org/10.1080/10615800412331303847
Shuman, V., & Scherer, K. R. (2014). Concepts and structures of emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 13–35). Routledge/Taylor & Francis Group.
Authors who publish with the Proceedings of the International Conference on Physics Education 2022 agree to the following terms:
a) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access - http://opcit.eprints.org/oacitation-biblio.html).
Privacy Statement The names and email addresses entered in the Proceedings of the International Conference on Physics Education 2022 site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.