Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations

Malmberg, Jonna; Haataja, Eetu; Järvelä, Sanna

doi:10.1007/s11409-022-09320-z

Cited by 11 publications

(4 citation statements)

References 61 publications

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“…Given that motivation can also influence the C1 (Bayer et al, 2017; Rossi et al, 2017), we could imagine that the larger C1 found in the high compared to the low load condition might be explained by a change in motivation between these two conditions. Regarding arousal, it is a state of physiological reactivity (Eysenck, 1982; Robbins & Everitt, 1995), which is related to task difficulty and can contribute to learning and task performance (Causse et al, 2017; Darzi & Novak, 2021; Malmberg et al, 2022; Pecchinenda, 1996). Presumably, in the high load condition, arousal increased compared to the low load condition, which in turn enhanced the C1 component to the peripheral distractor.…”

Section: Methodsmentioning

confidence: 99%

A systematic exploration of attentional load effects on the C1 ERP component

2023

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Section: Methodsmentioning

confidence: 99%

A systematic exploration of attentional load effects on the C1 ERP component

2023

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“…Moreover, when individuals feel that they lack control over their work environment, they may feel helpless (Choi, 2021) and become more prone to aggression. Ultimately, adverse effect and somatic arousal (Malmberg et al, 2022) can engender aggression in the realm of higher education. When persons undergo detrimental sentiments, for example sadness or anxiety (Baloran, 2020;Lee et al, 2021), they may exhibit a greater propensity to react in a belligerent manner to apprehended challenges.…”

Section: Phd (Profound Head-scratching Dilemma): Stories From Doctora...mentioning

confidence: 99%

The PhD whisperer: a collection of doctoral researchers’ problematic incidents with their supervisors

Peng

2024

Preprint

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This viewpoint article examines the impact of supervisory relationships on the academic progress of PhD researchers based on my experiential evidence as a doctoral candidate. Initially, the Didaktik triangle is employed to explore the dynamics of supervisor-supervisee relationships (SSRs), and I contend that there are four discrete categories of supervisory styles. Subsequently, I employ vignettes derived from personal anecdotes of my PhD peers to scrutinise the pragmatic hurdles and intricate ethical dilemmas inherent in SSRs and within the institutional context. Provided are perspectives and reflections of doctoral and postdoctoral researchers, accompanied by a synthesis of relevant psychosocial and sociological paradigms in the framework of academic communities. I aim to provide insight into the complexities of SSRs in higher education and propose practical solutions to address the associated challenges. This article serves as a cautionary guide for doctoral researchers, outlining areas of potential concern to consider throughout their academic pursuits. It provides an alternative conceptualisation of the interplay between mind and matter within doctoral development, highlighting the importance of considering the intricacies of SSRs, departmental structures, institutional policies, and broader university contexts.

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“…Within a learning context it is therefore particularly important to be aware of and consider any additional physiological arousal added by the delivery modality as arousal is an important aspect in many learning theories. Memory in particular is impacted by arousal, with the view that an optimal state of arousal supports different task and learning processes (Eysenck, 1976;Malmberg et al, 2022). Whilst the exact influence of emotional factors on human learning and memory remains unclear, both physiological responses and emotional states have been documented to impact cognitive processing, including attention, memory, and reasoning (Ai-Lim Lee et al, 2010;Tyng et al, 2017).…”

Section: Implications For Vr Training Applicationsmentioning

confidence: 99%

Direct comparison of virtual reality and 2D delivery on sense of presence, emotional and physiological outcome measures

Kuhne,

Kecelioglu,

Maltby

et al. 2023

Front. Virtual Real.

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Introduction: Virtual-reality (VR) technology has, over the last decade, quickly expanded from gaming into other sectors including training, education, and wellness. One of the most popular justifications for the use of VR over 2D is increased immersion and engagement. However, very little fundamental research has been produced evaluating the comparative impact of immersive VR on the user’s cognitive, physiological, and emotional state.Methods: A within-subject cross-over study design was used to directly compare VR and 2D screen delivery of different subject matter content. Both physiological and self-report data were collected for scenes containing calming nature environments, aggressive social confrontations, and neutral content.Results: Compared to 2D, the VR delivery resulted in a higher sense of presence, higher ratings of engagement, fun, and privacy. Confrontational scenes were rated as more tense whilst calming scenes were rated as more relaxing when presented in VR compared to 2D. Physiological data indicated that the scenes promoted overall states of arousal and relaxation in accordance with the scene subject matter (both VR and 2D). However, heart rate (HR) and galvanic skin response (GSR) were consistently higher throughout the VR delivery condition compared to 2D, including responses during scenes of neutral and calming subject matter.Discussion: This discrepancy between emotional and physiological responses for calming and neutral content in VR suggest an elevated arousal response driven by VR immersion that is independent of the emotional and physiological responses to the subject matter itself. These findings have important implications for those looking to develop and utilize VR technology as a training and educational tool as they provide insights into the impact of immersion on the user.

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Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations

Cited by 11 publications

References 61 publications

A systematic exploration of attentional load effects on the C1 ERP component

A systematic exploration of attentional load effects on the C1 ERP component

The PhD whisperer: a collection of doctoral researchers’ problematic incidents with their supervisors

Direct comparison of virtual reality and 2D delivery on sense of presence, emotional and physiological outcome measures

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