Anxiety Awareness in Education: A Prototype Biofeedback Device

Students’ anxiety recognition may provide significant support for self-regulation and teaching and coaching quality. From physiology it is known that high anxiety usually results in increasing skin conductivity to electrical current. Furthermore, people under stressful conditions usually show increased heart-rate values. The purpose of this chapter is to present a prototype device that measures the anxiety level of a person by collecting bio-signals. The device has been evaluated by persons engaged in learning activities in order to investigate whether and how it could augment the educational process. This work concludes that student’s anxiety recognition and regulation seems to be an important factor in implementing personalized learning activities.

[1]  R. Pekrun.  The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice , 2006 .

[2]  Margaret McCaffery.  Ce qui se publie aisément se retrouve facilement. , 1976 .

[3]  David W. Johnson,et al.  Instructional Goal Structure: Cooperative, Competitive, or Individualistic , 1974 .

[4]  Reinhard Pekrun,et al.  Emotion in Education , 2007 .

[5]  Diana S. Natalicio,et al.  The State-Trait Anxiety Inventory , 1971 .

[6]  Bradford D. Allen,et al.  Methodology for the Analysis of Emotion Experiences during Mathematical Problem Solving. , 1995 .

[7]  R. Likert.  “Technique for the Measurement of Attitudes, A” , 2022, The SAGE Encyclopedia of Research Design.

[8]  Arthur C. Graesser,et al.  Multimethod assessment of affective experience and expression during deep learning , 2009, Int. J. Learn. Technol..

[9]  John J. B. Allen,et al.  The handbook of emotion elicitation and assessment , 2007 .

[10]  L. Mason,et al.  Reconsidering conceptual change: issues in theory and practice , 2002 .

[11]  Norbert M. Seel,et al.  Encyclopedia of the sciences of learning , 2012 .

[12]  Elizabeth A. Linnenbrink,et al.  The Role of Motivational Beliefs in Conceptual Change , 2002 .

[13]  M. Lepper,et al.  Turning “play” into “work” and “work” into “play”: 25 Years of research on intrinsic versus extrinsic motivation , 2000 .

[14]  D. K. Meyer,et al.  Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts , 2006 .

[15]  A. Graesser,et al.  Dynamics of affective states during complex learning , 2012 .

[16]  M. Zeidner,et al.  Test Anxiety: The State of the Art , 1998 .

[17]  P. Venables,et al.  Direct measurement of skin conductance: a proposal for standardization. , 1971, Psychophysiology.

[18]  Gordon B. Davis,et al.  User Acceptance of Information Technology: Toward a Unified View , 2003, MIS Q..

[19]  C. Sansone,et al.  Intrinsic and extrinsic motivation : the search for optimal motivation and performance , 2000 .