Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
The goal of this Work-in-Progress study is to explore the emotive responses of seven engineering students as they worked on spatial and engineering statics problems. The research team used multi-modal approaches that combined the validated Positive Affect Negative Affect Scale (PANAS) scale with an electrodermal wrist sensor that students wore as they solved the problems.
The electrodermal sensor measured participants’ electrical skin conductivity and events were timestamped and normalized to participants’ baseline electrodermal readings. These values were correlated to self-reported emotion before and after participants solved each problem set. Also, using the PANAS scale, emotion and its potential correlation to performance in rotations (Purdue Spatial Visualization Tool Revised-PSVT: R) and sectioned surface visualization (Mental Cutting Test-MCT) were explored. Preliminary findings suggest that the time spent as well as the difficulty of the problems influenced the magnitude of physiological arousal students experienced in the exam. Recording and analyzing such physiological arousal opens a door to an alternative method of investigating student performance to different engineering problems-sets. Extensions of this work in the future can help inform engineering educators on how certain problem-types can be more or less conducive to emotional responses that may deter or encourage student learning and performance.
Villanueva, I., & Goodridge, W. H., & Call, B. J. (2018, June), An Initial Exploration of Engineering Students’ Emotive Responses to Spatial and Engineering Statics Problems Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29789
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