The Body and the Brain: Measuring Skin Conductance Responses to Understand the Emotional Experience

Christopoulos, George I.; Uy, Marilyn A.; Yap, Wei Jie

doi:10.1177/1094428116681073

Cited by 139 publications

(118 citation statements)

References 142 publications

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“…With EDA data, we focused on the phasic skin conductance response (SCR) peaks as the former research had indicated that SCR peaks are strongly associated with emotional responses that are related to significant external stimulus. Hence, SCR peaks are considered more reactive to variations in experimental conditions than tonic skin conductance level (SCL) (Christopoulos, Uy, & Yap, 2016;Dawson, Schell, & Filion, 2007). After collecting the physiological data, it was first imported to Empatica E4 Connect software.…”

Section: Claim: Motivation and Emotion Regulation Is Intertwined Withmentioning

confidence: 99%

Capturing motivation and emotion regulation during a learning process

Järvenoja

Järvelä

Törmänen

et al. 2018

FLR

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This paper describes our research approach in which we have focused on situational and contextual variations in motivation and emotion regulation to better understand its role, appearance and function in collaborative learning situations. We have used research designs that employ process-oriented measures combined with subjective interpretations to capture motivation and emotion regulation. Analysing on-line process data poses several challenges such as variation in the granularity of different data sources, problems that emerge due to the complexity of contextual and situational factors in ecologically-valid learning situations or, currently, challenges in the use of multiple data channels and their analyses.In this paper, we present three claims underlying our research, particularly the motivation and emotions and their regulation in learning. The claims are as follows: (1) motivation and emotion regulation is situation and context specific, (2) motivation and emotion regulation is influenced by multi-layered nature of motivation and (3) Motivation and emotion regulation is intertwined with other processes of learning and can be captured from their temporal manifestation. We present an example from our empirical study to discuss how these claims have led us to employ multiple process-oriented methods that include both subjective and objective data sources, including different combinations of situation-specific self-reports, video and physiological data. We then describe opportunities and challenges involved in the empirical studies.

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Section: Claim: Motivation and Emotion Regulation Is Intertwined Withmentioning

confidence: 99%

Capturing motivation and emotion regulation during a learning process

Järvenoja

Järvelä

Törmänen

et al. 2018

FLR

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“…Of particular interest for physiological biometric feedback in cognitive science are the two subsystems of the autonomic system, which is divided into the sympathetic and parasympathetic systems. The sympathetic system is supporting the stress response ('fight or flight') to threatening events; it is a central component of emotional experience and, by extension, manifests itself at the cognitive and behavioural level (Christopoulos, Uy, and Yap 2016). The sympathetic system, in turn, supports the mobilisation of the body towards appetitive or gratifying stimuli.…”

Section: Emotions and Cognitive Sciencementioning

confidence: 99%

“…The sympathetic system, in turn, supports the mobilisation of the body towards appetitive or gratifying stimuli. The typical measurable manifestation of the sympathetic system is the control, mostly involuntary, of physiological responses, such as heart rate (HR), sweating, breathing and eye blinking (Christopoulos, Uy, and Yap 2016).…”

Section: Emotions and Cognitive Sciencementioning

confidence: 99%

Embodied reports in paramedicine mixed reality learning

Aguayo

Danobeitia²,

Cochrane

et al. 2018

Research in Learning Technology

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This paper is based on the second stage of a design-based research (DBR) project encompassing the initial prototyping of virtual reality (VR) simulation in paramedicine education using self-reported and biometric feedback data. In this discussion paper we present the range of reflections and theoretical possibilities that arose from the piloting experience and their implications in redesigning practice in paramedicine education. We focus on the foundational literature and epistemological understandings coming from neurophenomenological cognitive science applied in technology-enhanced learning, using mixed reality (MR) in paramedicine simulation learning as a case. We do so following the logic of a DBR methodological framework, in part demonstrating the usefulness of DBR when reflecting on applied practice to inform newer theoretical developments, leading to further integrated solutions in future practice. In addition, we also put attention on a conceptual shift from a focus on VR, to a focus on MR with emphasis on the associated benefits offered by MR learning situations within paramedicine education. Finally, we discuss the benefits of incorporating self-reported and biometric feedback data in paramedicine education in particular, and in technology-enhanced learning in general, for the design of meaningful learning experiences informed by emotional and physiological responses of learners.

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“…The most prevalent neurophysiological tools are galvanic skin response (GSR), cardiovascular measures, electromyography (EMG), and eye tracking (Harris et al, 2018;Mauss and Robinson, 2009;Poels and Dewitte, 2006). GSR captures activity in the sweat glands, which indicates physiological arousal and is measured by electrodes or sensors placed on the skin (Caruelle et al, 2019;Christopoulos et al, 2019;Ohme et al, 2009). GSR is suitable to, amongst other things, investigate attentional and emotional processes (Dawson et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Neuroscience in service research: an overview and discussion of its possibilities

Verhulst¹,

Keyser²,

Gustafsson³

et al. 2019

JOSM

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2 NEUROSCIENCE IN SERVICE RESEARCH: AN OVERVIEW AND DISCUSSION OF ITS POSSIBILITIES STRUCTURED ABSTRACTPurpose: The paper discusses recent developments in neuroscientific methods and demonstrates its potential for the service field. This work is a call to action for more service researchers to adopt promising and increasingly accessible neuro-tools that allow the service field to benefit from neuroscience theories and insights.Design/methodology/approach: The paper synthesizes key literature from a variety of domains (e.g., neuroscience, consumer neuroscience, organizational neuroscience) to provide an in-depth background to start applying neuro-tools. Specifically, this paper outlines the most important neuro-tools today and discusses their theoretical and empirical value.Findings: To date, the use of neuro-tools in the service field is limited. This is surprising given the great potential they hold to advance service research. To stimulate the use of neurotools in the service area, the authors provide a roadmap to enable neuroscientific service studies and conclude with a discussion on promising areas (e.g., service experience, servicescape) ripe for neuroscientific input.Originality/value: The paper offers service researchers a starting point to understand the potential benefits of adopting the neuroscientific method and shows their complementarity with traditional service research methods like surveys, experiments, and qualitative research.In addition, this paper may also help reviewers and editors to better assess the quality of neuro-studies in service.

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The Body and the Brain: Measuring Skin Conductance Responses to Understand the Emotional Experience

Cited by 139 publications

References 142 publications

Capturing motivation and emotion regulation during a learning process

Capturing motivation and emotion regulation during a learning process

Embodied reports in paramedicine mixed reality learning

Neuroscience in service research: an overview and discussion of its possibilities

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