Использование гальванических Ответы кожи, слюнных биомаркеров и самоотчеты для оценки студент производительности во время Лаборатория экзамен активность

The overall goal of this experiment is to assess student response and performance during an examination activity in a laboratory setting, using Self-Reports, Biological Measures, and Physiological Measures. This method can help answer key questions in the Educational Research Field, such as Student Performance, Academic Achievement Emotions, and Cognition. The main advantage of this technique is that it allows us to explore near, real-time responses from students as they perform classroom activities, such as test-taking.

Host an Orientation for the volunteer participants at least a week or two before the laboratory session. During the orientation, clarify all the terms of the IRB Consent Form. Then, demonstrate how to use the Galvanic Skin Sensor.

In turn, secure a Galvanic Wrist Sensor to each volunteer. Make certain that the sensor strap secure the participant’s wrist. Next, demonstrate the proper procedure for Salivary Sample Collection, also be sure to explain the applicable risks and benefits of the study.

Later, after the study is completed, offer the participants nourishment, and, if required, provide them with receipts for future monetary compensation. To begin, make a record of the participants study ID code and the unique wrist sensor barcode provided by the supplier to ensure consistency during any potential follow-up sessions. Next, provide the participants with a checklist that covers pertinent activities during the last 24-hour period.

Use the list provided by the manufacturer, which includes items like:Physical activity and use of hormone-based products like lotions. While the volunteers fill out the checklist, make certain that the Salivary Sample Vials are pre-labeled and time-stamped. When the participants collect salivary samples, instruct them to pool saliva in the tip of their lips before spitting into the vial.

This will minimize bubble formation, which can affect the accuracy of the results. Their lips should also not contact the sample vial. Touching the vial edge in any way can introduce contaminants, so avoid this.

To encourage salivary production, ask the participants to smell a citrus fruit, such as a lemon, and instruct them to tilt their heads forward to speed up salivation. When handling the samples, wear Aseptic gloves to minimize cross-contamination. After collecting all the samples, double-check that all the vials are labeled and time-stamped.

In preparation, participants should wear a clean sports wristband over their non-dominating wrists where the sensor will be placed for an hour. Before placing the sensor on a participant, clean the wrist sensor with 70%alcohol or Isopropanol to remove any dirt and residue. Now, on the non-dominant wrist, locate the Median Nerve.

The sensor must be placed over this nerve to read pulse and heart rates properly. Then, secure the sensor using the bands. Be sure to get a tight fit.

At this point, verify that the wrist band data is still recording. For a predefined time period, collect Baseline Data. Ask the participants not to move the wrists with the sensor during this period.

After establishing the baseline, start the slide presentation, which shows the Problem Set for the Experimental Exam Activity. After collecting all the required data, turn off and remove the wrist sensor in reverse order. Also, wipe each sensor clean again.

Later, retrieve the Electrodermal Data using the manufacturer’s software. Log into the Account and click on Sessions, select the Date of the study, and click on the Download tab. The data is provided in a CSV File for easy use.

Next, retrieve the Electrodermal Data in Empatica Connect. To do this, click View on any of the desired sessions, and capture the data collected before;during;and after the testing regime. Salivary Biomarker levels differ by gender from the beginning to the end of the exam.

Hormones such as Estradiol increased in Men, while Progesterone levels increased in Women. Spatial activities during test-taking were up-regulated in women through increased Testosterone, whereas DHEA Levels showed no significant differences between genders. Measurement of emotion via physiological arousal using Galvanic Skin Response demonstrated differential responses unrelated to the type of exam, but showed instances of cognitive engagement during the test-taking experience for all participants as seen by the GSR Tonic Peaks compared to the baseline.

Curiously, the Self-Reports completed by the participants while they wore the sensors suggest that there was no perceived change in emotional state during the exam. However, when participants were asked to respond to the interview questions that paralleled the Self-Report, physiological arousals were found, noted by an increased Phasic response. This suggests a tie between Emotional Activation and Cognitive or Verbalized Recollection.

After watching this video you’ll have a clearer understanding on how to combine Self-Reported Surveys with Salivary Biomarkers and Physiological Sensors to study Student Performance in select classroom activities.